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Responsibilities 
and Opportunities 

of Religious 
Teachers 

by President David 0, McKay 



Teaching is the noblest profession in the world. 
Upon the proper education of youth depend the per- 
manency and purity of home and the safety and 
perpetuity of the nation. The parent gives the child 
an opportunity to live; the teacher enables the child 
to live well. That parent who gives life and teaches 
his child to live abundantly is the true parent-teach- 
er. Today the customs and demands of society are 
such that the responsibility of training the child to 
hve well is largely, and in many, too many instances, 
shifted entirely from the parent to the teacher. In 
the ideal state, the teacher would be but the par- 
ent's ally, training the mind and encouraging worthy 
habits, and fostering noble traits of character in- 
culcated by wise parental teaching and example; but 
in reality, the teacher, instead of being merely an 
ally, must become the foster parent in training the 
child in the art of living. If that were all, his re- 
sponsibility would be great enough. But it is not 
all. Often he faces even the greater task of over- 
coming the false teaching and the vicious training of 
unwise, irresponsible parents. In the light of such 
self-evident facts, is it not apparent to every think- 
ing mind that the noblest of all noble professions is 
that of teaching, and that upon the effectiveness of 
that teaching hangs the destiny of nations? 



"All who have meditated on the art of governing 
mankind," says Aristotle, "have been convinced that 
the fate of empires depends upon the education of 
youth." 

The general objectives in our public schools 
should be to assist the individual in the proper de- 
velopment of his physical, intellectual, and spiritual 
nature, that he may become of value to his country 
and of service to his fellowman. This objective can 
be accomplished only on the basis of true education. 

(For all teachers.) 




True Education 

True education^ — what is it? "It is awakening a 
love for truth; giving a just sense of duty; opening 
the eyes of the soul to the great purpose and end of 
life. It is not so much giving words, as thoughts; or 
mere maxims, as living principles. It is teaching to 
be honest, not because 'honesty is the best policy'; 
but because it is right. It is teaching the individual 
to love the good, for the sake of the good; to be 
virtuous in action, because one is so in heart; to 
love and serve God supremely, not from fear, but 
from delight in His perfect character."^ 

No one can successfully controvert the fact that 
upon the teacher rests much of the responsibility of 
lifting society to this high ideal. 

There is a renowned painting depicting Christ as 
a youth standing before learned men in the temple. 
In that picture the artist has combined physical 
strength, intellectual fire, moral beauty, and spiritual 
fervor. There is an ideal for every boy and girl! 

I ask you, fellow teachers, to take the artist's 
brush and canvas and try to reproduce that picture 
of perfect youth! You hesitate! You say you have 
neither the skill nor the training? Very well; and 
yet every person who enters the profession of teach- 
ing assumes the responsibility not of attempting to 
put on canvas an ideal picture of youth, but of co- 
operating with every youth under his tuition to make 
out of a living, breathing soul a perfect character. 

(Continued on following page.) 
^Dr. Robert Maynard Hutchins, the American educator. 



JUNE 1965 



213 



RESPONSIBILITIES AND OPPORTUNITIES OF RELIGIOUS TEACHERS (Continued from preceding page.) 



Teach Posit-ively 

The responsibility of the teacher, however, does 
not end in his duty to teach truth positively. He 
enters the realm of what-not-to-do, as well as the 
realm of what-to-do. In the garden of the human 
soul, as well as in the fields of human endeavor, 
there are thorns and thistles as well as flowers and 
useful plants. 

Thrice worthy of condemnation is he who would 
crush in a boy's mind a flower of truth, and sow in 
its stead the seed of error. Touching on this point, 
the greatest of all Teachers has said: 

"But whoso shall offend one of these little ones 
which believe in me," — that is, cause one of them to 
stumble — "it were better for him that a millstone 
were hanged about his neck, and that he were 
drowned in the depth of the sea." (Matthew 18:6.) 

Those who enter the teaching profession with 
no sincere purpose of perfecting the individual, with 
no view of bettering the race; who think their duty 
done when they give a few dry facts in history, liter- 
ature, science, and art, and draw their monthly re- 
muneration therefor, are but stumbling blocks to 
national progress. And those who, trusted by par- 
ents to be guides and inspirers of children, will daily 
inculcate pernicious and rebellious thoughts in the 
minds of youth, who will actually teach young men 
and women to look with impunity upon inmiorality 
— surely merit, if any offenders merit, the condemna- 
tion to which the Great Teacher refers. 

Wise parents and leading educators in the nation 
should realize that good citizenship can be obtained 
only through character development. They should 
recognize, with Emerson, that "Character is higher 
than intellect. ... A great soul will be strong to 
live as well as to think." 

If teachers are truly sincere in their desire to 
make character the true aim in education, they will 
manifest that sincerity in daily action; they will be 
what they expect their pupils to become. Otherwise, 
their teaching becomes hollow and meaningless. 
Their words and precepts are but as "sounding brass 
and a tinkling cymbal." 

To live an upright Ufe, to conform to high ethical 
standards, is the responsibiUty and duty of every 
teacher in the land. Greater even than this is the 
responsibihty of the religious teacher. The religious 
teacher's profession is higher than that of the teacher 
in the common school; for, in addition to his belief 
in the efficacy of ethical and moral precepts, the 
religious teacher assumes the responsibility of lead- 
ing youth into the realm of spirituality. His duty, 



comporting with his pretension and profession, is to 
open the eyes of the blind that they may know God. 
Oh, it is wonderful to find "tongues in trees, books 
in the running brooks, sermons in stones, and good 
in everything."^ It is a glorious achievement to lead 
a lonely, hungering soul out of the maze of temporal, 
sensual materiality into the realm of spirituality. 

The True Educator 

Leading youth to know God, to have faith in His 
laws, to have confidence in Him, and to find solace 
and peace in His love — this is the greatest privilege, 
the most sublime opportunity offered the true edu- 
cator. 

Fifteen miles from Vernal, Uintah County, Utah, 
stands a hill over which people walked and rode at 
intervals for years without seeing anything unusual 
about it. They noticed two great rocks uniform in 
size, but to men bent upon pioneer duties, they were 
only rocks. One day a man from the Carnegie Insti- 
tute walked over that same hill. The nature of the 
rocks suggested to him they probably belonged to 
the Jurassic period of the world's history. He knew 
that in these strata are sometimes found fossils of 
huge animals that once roamed over parts of the 
earth. What were only common rocks to the farmer, 
the cattleman, and the pioneer, were to the trained 
mind of the scientist fossilized remains of two verte- 
brae of a gigantic creature that has been extinct for 
centuries. In the course of a short time this dis- 
coverer had a force of men carefully uncovering these 
fossilized remains, and the people of the surround- 
ing valley looked on with interest and amazement as 
a dinosaur sixty-five feet long and thirty-five feet 
high was disclosed to view. Following indications as 
he perceived them, this educator in the realm of 
science, by great effort and expense, unearthed one 
of the finest specimens ever discovered. Others have 
since been unearthed, one of which is on display in 
the University of Utah. Still others are lying in 
their original positions in the quarry. 

Thus do men go through life, catching occasional 
glimpses of a higher, spiritual world; but unfortun- 
ately, they remain satisfied with but a glimpse and 
refuse to put forth the effort required to uncover 
the beauties and glories of that spiritual realm. They 
sense it blindly. Crowded by temporal demands, 
some there are who lose sight of even the indications 
of the beauties and glories of that spiritual realm. 
The game of life is fascinating; and when men enter 
it, they enter to win. To win becomes the sole aim 
of life. Some merchants, for example, wish to suc- 

"William Shakespeare, "As You Like It." 



214 



THE INSTRUCTOR 



ceed, no matter what it costs, sometimes even with- 
out honor itself. The politician (not the statesman) 
enters the political world to satisfy his ambition re- 
gardless of serving the community or his country. 
Thus, men lose sight of the high things of life; world- 
ly things crush the spiritual light within the soul. 
Some follow the will-o'-the-wisp of indulgence in pas- 
sion. Dupes of an illusion, they soon begin to grovel. 

Lead the Child 

The most cherished opportunities of the religious 
teacher should be to lead the child to see through 
the trouble and turmoil of a physical world that "in 
all His dispensations God is at work for our good. 
In prosperity He tries our gratitude; in mediocrity, 
our contentment; in misfortune, our submission; in 
darkness, our faith; under temptation, our stead- 
fastness; and at all times, our obedience and trust 
in Him."^ 

To summarize: The choosing of the great pro- 
fession of teaching involves to a greater or lesser ex- 
tent the responsibility of parenthood, and that of 
the highest leadership among men. It means a life 
endeavor to know the Truth, and a constant, sincere 
desire to lead others to obtain this same knowledge. 
It means an exemplary Hfe, for virtuous actions are 
but the result of a virtuous heart. The teacher's 
responsibility is also that of a watchman, and from 
his tower he warns fiery, brilliant youth of the realm 



of wasteful indulgence, and points to the higher 
realm of self-mastery and true service. 

All this should be every teacher's responsibility, 
but the religious teacher's responsibility is even 
greater — it is his duty and privilege to lead his pupils 
over moral and ethical hills to the glorious heights of 
spiritual reality where the spirit of man may receive 
the illumination and inspiration of God^s Holy Spirit, 
by the light of which every youth may obtain the 
realization of what Robert A. Millikan, the American 
physicist, says is the most important thing in the 
world: "The consciousness of the reality of moral 
and spiritual values." 

The responsibility and opportunity of the reli- 
gious teacher is summarized in the ninety-third sec- 
tion of the Doctrine and Covenants: 

/ give unto you these sayings that you may 
understand and know how to worship, and know 
what you worship, that you may come unto the 
Father in my name, and in due time receive his ful- 
ness. 

For if you keep my commandments you shall 
receive of his fulness, and be glorified in me as I am 
in the Father. . . . (Doctrine and Covenants 93:19, 
20.) 

God bless our teachers, and spare them to live 
that God might be their Light and their Guide as 
they reach out and say to the youth and to all the 
land — Come, follow me, as I lead the way to Christ! 



sjohn Jay, former chief justice of the U. S. Supreme Court. 



Library File Reference: Teachers and teaching. 



INSTRUCTOR STAFF 



Editor : 
President David O. McKay 

Associate Editors: 

General Superintendent George R. Hill 

Lorin F. Wheelwright 

Business Managek: 
Richard E. Folland 

Managing Editor: 
Boyd O. Hatch 

Production Editor: 
Burl Shephard 

Manuscript Editor: 
Richard E. Scholle ' 

Research Editor: 
H. George Bickerstaff 

Art Director: 
Sherman T. Martin 

Circulation Manager; 
Joan Barber 

Instructor Secretary: 
Ruth Ann Bassett 

Consultant : 
A. William Lund 



Instructor Committee: 

Chairman Lorin F. Wheelwright, Richard E. 
Folland, Marie F. Felt, A. William Lund, Ken- 
neth S. Bennion, H. Aldov^ Dixon, Leland H. 
Monson, Alexander Schreiner, Lorna C. Alder, 
Vernon J. LeeMaster, Claribel W. Aldous, 
Melba Glade, Henry Eyring, Clarence Tyndall, 
Wallace G. Bennett, Camille W. Halliday, 
Margaret Hopkinson, Mimu Rasband, Edith 
M. Nash, Alva H. Parry, Bernard S. Walker, 
Paul B. Tanner, Lewis J. Wallace, Arthur D. 
Browne, Howard S. Bennion, Herald L. Carl- 
ston, Bertrand F. Harrison, Willis S. Peterson, 
Greldon L. Nelson, Jane Hopkinson, G. Robert 
Ruff, Anthony I. Bentley, Marshall T. Burton, 
Calvin C. Cook, A. Hamer Reiser, Robert M. 
Cundick, Clarence L. Madsen, J. Elliot Cam- 
eron, Bertrand A. Childs. 



Published by the Deseret Sunday School Union 
of The Church of Jesus Christ of Latter-day 
Saints, the first day of every month at Salt Lake 
City, Utah. Entered at Salt Lake City Post Office 
as second class matter acceptable for mailing at 
special rate of postage provided in Section 1103, 
Act of Oct. 3, 1917, authorized on July 8, 1928, 
Copyright 1965 by the Deseret Sunday School 
Union Board. All rights reserved. 

Thirty to forty-five days' notice required for 
change of address. When ordering a change, 
please include address slip from a recent issue 
of the magazine. Address changes cannot be 
made unless the old address as well as the new 
one is included. Also, report the new postal ZIP 
Code number. 

Mail subscriptions to The Instructor, 79 South 
State Street, Salt Lake City, Utah 84111. Subscrip- 
tion price is $3 per year paid in advance. Single 
issues, 35 cents each. 

Bound volumes sell for $6.75 when all maga- 
zines are furnished by The Instructor. When sub- 
scriber supplies his own issues, binding charge 
is $3.75. 



JUNE 1965 



215 



^? 



SWEET ARE THE 



USES OF ADVERSITY"* 



by Elder Harold B. Lee of the Council of the Twelve 



Sweet are the uses of adversity, 

Which, like the toad, ugly and venomous, 

Wears yet a precious jewel in his head; 

And this our life, exempt from public haunt, 

Finds tongues in trees, books in the running brooks. 

Sermons in stones, and good in every thing J 



Some years ago I attended conference down in 
Richfield, Utah. Early on Sunday morning I re- 
ceived a call from an anxious mother, who said: "This 
may not sound important to you, but my son is play- 
ing on the Richfield High School basketball team. 
They are all religious boys. They are members of the 
Church, and they have been very devoted. My son 
had said to them, 'Now, boys, let's be faithful in our 
attendance at Sunday School and sacrament meet- 
ing and priesthood meeting. Let's pay our tithing. 
Let's have our prayers so that we can win the basket- 
ball league.' And so they went out, and they have 
been successful. But last night they lost to the tail- 
enders of the league. They were the champions, but 
they lost to the lowest ones on the totem pole. And 
then these boys said, as they walked off the court, 
'Well, where did all that church going and praying 
get us anyway?* 

"Now, Brother Lee," she said, "I wish you could 
say something to answer them, because my son is 
kind of on the spot." 

The business of the morning sessions precluded 
any thinking about what I might say, if I did say 
anything, until I came into the morning general ses- 
sion of conference and looked down at the first row. 
There was the mother and the entire basketball 
team sitting right down in front of me. It was as 
much as to say, "Well, here we are. Now what are 
you going to do about it?" 

(For Course 9, lessons of July 18 and August 29, "A Leader Is 
Faithful" and "A Leader Is on the Lord's Side"; for Course 11, lesson 
of July 4, "Struggling To Keep Alive"; for Course 13, lessons of 
August 15 and September 26, "Religion" and "Helps to Safety and 
Happiness"; for Course 15, lessons of July 25 and September 19, "Mis- 
sion to the Zoramites" and "Political and Religious Disintegration"; 
for the general use of Courses 17 and 25; for Course 27, lessons of 
August 8 and 15, "Joseph, Youthful Vicissitudes of a Man of Destiny" 
and "Joseph, Rise and Fall of Fortune"; to support Family Home 
Evening lessons Nos. 24, 25.) 

^William Shakespeare, As You Like It, II, i, 12-17. 

* Condensed from the author's talk at Brigham Young University, 
Feb. 7, 1962. Used by permission. 



216 




Photo by H. Armstrong Roberts. 

They were the champions, but they lost to the lowest ones 
on the totem pole. And they said, as they walked off the 
court, "Where did all that Church going get us, anyway?" 

THE INSTRUCTOR 



With a bit of guidance and inspiration, I endeav- 
ored to tell them that probably their losses were some 
of the greatest gains they could have received from 
their basketball experience, and that out of failure — 
or what seemed to be failure — had come, in the 
period of various ages of the world, the greatest of 
all successes. 

Trials Make Us Stronger 

During the early days of the Church we passed 
through a period of slander and misrepresentation, 
and we came through. It drove us together because 
of enemies from the outside. And we survived it. We 
passed through a period of mobbing and driving, 
when lives were taken and blood was shed, and some- 
how the place of the martyr gave us strength. We 
passed through poverty, and we gained strength 
from the test of it. Then we passed through an 
age of what we might call apostasy, or betrayal 
from the inside — one of the severest tests through 
which we have passed. We are now going through 
another test — a period of what we might call sophis- 
tication. This is a time when there are many clever 
people who are not willing to listen to the humble 
prophets of the Lord. And we have suffered from 
that. It is rather a severe test. 

But today we are being tested and tried by an- 
other kind of test that I might call the "test of gold" 
— the test of plenty, affluence, ease — more than per- 
haps the youth of any generation have passed 
through, at least in this Church. 

The Scientist Gains Faith from Failure 

All my life, since I was forced to memorize the 
above passage from Shakespeare, I have wondered 
how in the world the uses of adversity could be sweet. 
Great scientists best verify the necessity for the 
process by which a series of failures is ultimately 
turned into success. Following is a news report of 
a statement made by Dr. Edmund D. Starbuck when 
he lectured at Brigham Young University summer 
school: 

The scientist studies his problem, saturates his 
mind with it, puzzles over it, dreams about it, but 
seems to find progress impossible, blocked as it were 
by a black, impenetrable wall. And then at last and 
suddenly as if out of the nowhere, there comes a 
flash of light, the answer to his quest. His mind is 
now illumined by a great discovery. The professor 
was positive that no great discovery had ever been 
made by pure reasoning. Reason would lead to the 
borderline of the unknown, but could not tell what 
was within.^ 

Dr. Albert Einstein said: 

After all, the work of a researching scientist ger- 
minates upon the soul of imagination or of vision. 

^Deseret News, Nov. 22, 1930. 



When I think and reflect how my discoveries origi- 
nated and took form, a hundred times you run, as it 
were, with your head against the wall (meaning a 
hundred failures) in order to lay your hands upon 
and define and fit into a system what, from a merely 
indefinable premonition, you sense in vain. And then 
suddenly, perhaps like a stroke of lightning, the sal- 
ient thought will come to you and the indescribably 
laborious task of building up and expanding the sys- 
tem can begin. The process is not different by which 
the artist arrives at his conceptions. Real faith, either 
to a scientist or a businessman or a minister of reli- 
gion, involves the problem and struggle of searching.^ 

Dr. Alfred C. Lane of the American Academy of 
Arts and Sciences said this: 

/ believe we should strive for faith that keeps 
one calm and brave in the face of dangers met in the 
path of duty. Such a faith should be like that which 
a soldier has in a commander in which he has perfect 
confidence to bring him through. I believe that faith 
keeps one true in the dark and humble in the spot- 
light. But most important, I believe that faith works, 
brings hopes to fruition, and ideals to reality. With- 
out faith man is a cold creature lost in the world of 
human progress. He has nothing to live for. He fears 
death. Fear distorts his outlook. He becomes but a 
human shell.^ 

The Master made reference to His own adversi- 
ties, when Joseph Smith, out of the lowest depths of 
his suffering, prayed: 

O God, where art thou? ... 

How long shall thy hand be stayed, and thine eye, 
yea thy pure eye, behold from the eternal heavens 
the wrongs of thy people, and of thy servants, and 
thine ear be penetrated with their cries? . . . 

Let thine anger be kindled against our enemies; 
and, in the fury of thine heart, with thy sword 
avenge us of our wrongs. (Doctrine and Covenants 
121:1,2,5.) 

And the Lord, as though He had taken a fright- 
ened child in His arms, said: 

My son, peace be unto thy soul; thine adversity 
and thine afflictions shall be but a small moment; 

And then, if thou endure it well, God shall exalt 
thee on high; thou shalt triumph over all thy foes. 
(Doctrine and Covenants 121:7, 8.) 

And then He also told him: 

And if thou shouldst be cast into the pit, or into 
the hands of murderers, and the sentence of death 
passed upon thee; if thou be cast into the deep; if the 
billowing surge conspire against thee; if fierce winds 
become thine enemy; if the heavens gather blackness, 
and all the elements combine to hedge up the way; 
and above all, if the very jaws of hell shall gape open 
the mouth wide after thee, know thou, my son, that 
all these things shall give thee experience, and shall 
be for thy good. The Son of Man hath descended 
(Concluded on following page.) 

^Deseret News, Nov. 22, 1930. 
*The Faith of Great Scientists. 



JUNE 1965 



217 




Elder Harold B. Lee 

below them all. Art thou greater than he? (Doc- 
trine and Covenants 122:7, 8.) 

President John Taylor said, "I heard the Prophet 
Joseph Smith say, in speaking to the Twelve on one 
occasion, 'You will have all kinds of trials to pass 
through. And it is quite as necessary for you to be 
tried as it was for Abraham and other men of God,' 
and he said, 'God will feel after you, and He will 
take hold of you and wrench your very heart strings, 
and if you cannot stand it you will not be fit for an 
inheritance in the Celestial Kingdom of God.' "^ 

We Cannot Endure on Borrowed Light 

The counsel and the warning of President Heber 
C. Kimball should also be added. He cautioned: "If 
you have not got the testimony, hve right and call 
upon the Lord and cease not until you obtain it. 
If you do not, you will not stand. 

"Remember these sayings, for many of you will 
live to see them fulfilled. The time will come when 
no man nor woman will be able to endure on borrowed 
light. Each of you will have to be guided by the light 
within himself. If you do not have it, how can you 
stand? Do you believe it?"*^ 

When Alma came upon a group of people who 
were mourning because they had been thrust out of 
their synagogues because their clothing was not good 
enough, he said to them: 

"I say unto you, it is well that ye are cast out of 
your synagogues, that ye may be humble, and that 
ye may learn wisdom; for it is necessary that ye 
should learn wisdom; for it is because that ye are 
cast out, that ye are despised of your brethren be- 
cause of your exceeding poverty, that ye are brought 
to a lowliness of heart; for ye are necessarily brought 
to be humble. 



"John Taylor, Journal of Discourses, Volume 24, page 197. 
eQrson F. Whitney, Life of Heber C. Kimball, page 450. 



"And now, because ye are compelled to be hum- 
ble blessed are ye; for a man sometimes, if he is 
compelled to be humble, seeketh repentance; and 
now surely, whosoever repenteth shall find mercy; 
and he that findeth mercy and endureth to the end 
the same shall be saved." (Alma 32:12-13.) 

Nephi Warns That Prosperity Brings Pride 

"And thus we can behold how false, and also the 
unsteadiness of the hearts of the children of men; 
yea, we can see that the Lord in his great infinite 
goodness doth bless and prosper those who put their 
trust in him. 

"Yea, and we may see at the very time when he 
doth prosper his people, yea, in the increase of their 
fields, their flocks, and their herds, and in gold, and 
in silver, and in all manner of precious things of 
every kind and art; sparing their lives, and delivering 
them out of the hands of their enemies; softening the 
hearts of their enemies that they should not declare 
wars against them; yea, and in fine, doing all things 
for the welfare and happiness of his people; yea, then 
is the time that they do harden their hearts, and 
do forget the Lord their God, and do trample under 
their feet the Holy One — yea, and this because of 
their ease, and their exceedingly great prosperity. 

"And thus we see that except the Lord doth 
chasten his people with many afflictions, yea, except 
he doth visit them with death and with terror and 
with famine and with all manner of pestilence, they 
will not remember him. 

"0 how foolish, and how vain, and how evil, and 
devilish, and how quick to do iniquity, and how slow 
to do good, are the children of men; yea, how quick 
to hearken unto the words of the evil one, and to 
set their hearts upon the vain things of the world! 

"Yea, how quick to be lifted up in pride; yea, 
how quick to boast, and do all manner of that which 
is iniquity; and how slow are they to remember the 
Lord their God, and to give ear unto his counsels, 
yea, how slow to walk in wisdom's paths!" {Hela- 
man 12:1-5.) 

Will you remember these words from Dr. Lane, 
"Faith keeps one true in the dark and humble in 
the spotlight." 

May the Latter-day Saint youth, youth of the 
noble birthright, whose parents have passed through 
the rigors of trial and testing, consider now the trials 
through which they are passing today — ease and lux- 
ury and perhaps too easy ways to learning and edu- 
cation. Theirs may be the most severe test of any 
age. God grant that they will not fail, that they 
will develop the faith that can keep them true when 
they are in the darkness and humble when they are 
in the spotlight. 



Library File Reference: Adversity. 



218 



THE INSTRUCTOR 



A FATHER'S PRAYER 

/ thank Thee, Lord, for this my son, 
Whose spirit comes from Thee; 

Help me mold his soul divine 
Unto maturity. 

Even unto godlike strength, 
May his manhood grow — 

Tall and strong in righteousness. 
Armed for any blow. 

Help me light the spark divine 
Within his vibrant breast; 

That he may seek Thy holy ways. 
Throughout his lifelong quest. 

Help him rise above the snares, 

And foolishness of sin; 
Help him find Thy Kingdom, Lord, 

And humbly enter in. 



My son, wherever you may sleep. 
My love will there abide; 

May purity and innocence 
Be ever at your side. 

May God within His loving arms 
Protect and comfort you; 

And nourish you, and love you, son, 
Forever, as I do. 







Art by Ron WilHams, 



So live that when at last you come 

To your eternal home. 
Your Father, there, will welcome you 

Redeemed — His very own . . . 

That He may say, "Come, enter in, 

Receive thy glory won!*' 
This I pray each night and day, 

For you, beloved son. 

— Lorin F. Wheelwright. 



(For Course 9, lesson of July 25, "A Leader Honors His Parents"; 
and of general interest for Father's Day lessons. ) 
Library File Reference: Fathers and fatherhood. 



"HOW DID HE KNOW, MOTHER?'* 

by Llewelyn R. McKay* 

Little 6-year-old Margo Morgan was standing 
with her mother in front of a downtown store when 
a large, black car drove to the curb and parked. 

"Margo," said her mother, "that is President Mc- 
Kay getting out of that car." 

"Is it, really?" Margo had heard about the presi- 
dent of the Church, but she had never seen him. 

She stood like a statue gazing at the tall man 
with the white hair; and to her astonishment and 
delight, he came straight to her, took her hand and 
asked, "Arid how are you today, young lady?" 

Margo was overcome with surprise, but managed 
to answer politely, "I'm very well, thank you." 

After President McKay went on his way, Margo 
turned to her mother and asked, "Mother, he could 
tell we are Mormons; he must know we belottg to the 
University Ward; he came right up and spoke to us. 
Mother, how did he know?" 

Yes, how did he know? He saw the look of admi- 

(For Course la, lesson of August 22, "President David O. McKay"; 
and of general interest.) 

* Excerpted from Home Memories of President David O. McKay 
compiled and written by Llewelyn R. McKay; Deseret Book Com- 
pany, Salt Lake City, Utah, 1956; pages 135, 136. Used by permission. 



ration and awe in the child's eyes and responded to 
her as he does to all children because he under- 
stands them, and he knew the delight it would bring 
to her to say a word of greeting. He knew it would 
make her happy, and he never passes an opportunity 
to bring joy to others! 

As President McKay loves children, so children 
love him; and they respond to his understanding and 
affection. Not long ago a poem by Mabel Jones 
Gabbott appeared in The Children's Friend (Sep- 
tember, 1954) which reflects the thought of tens of 
thousands of these children: 

He stands as straight as any king. 

And he is good and wise; 
We love him for his noble looks, 

His merry, twinkling eyes. 

He speaks of Jesus and his Church, 

And what he says is true; 
We love him for the kindly way 

He tells us what to do. 

He helps our Saviour on the earth 
As President today; 
Now would you like to know his name? 
It is David O. McKay. 



Library File Reference: McKay, David O. 



JUNE 1965 



219 




"The Christus" 
by Thorvaldsen 



■>*■•/ 



The plan of mercy, centered in the atonement of Jesus Christ, 
satisfies the demands of justice for all who will repent. 

JUSTICE) AND MERCY 
OPEN THE DOOR 



by Wilford W. Kirton, Jr.* 



Among the Lord's people in all ages, past and 
present, man has often wondered whether God's 
justice, which he knows he rightly deserves, will be 
tempered with His mercy, which he hopes to receive. 

He usually finds it unpleasant, indeed, to con- 
sider his conduct in the light of the commandments 
of God. Generally, he has found it convenient to 
refuse to think about it at all. Often, he will indulge 
himself in that ancient and faithful opiate, rational- 
ization. So often he finds comfort in the fact that 
the majority of his fellow men seem to do no better 
than he. Somehow this fact justifies him. 



(For Course 15, lesson of August 15, "Corianton"; for Course 17, 
lesson of August 1, "Remission of Sins"; for Course 29, lesson of Au- 
gust 1, "Road to Salvation and Exaltation": to support Family Home 
Evening lessons Nos. 14-16, 27; and of general interest.) 



Occasionally, a courageous soul will rise above 
the crowd. He finds the courage to look himself 
squarely in the eye and evaluate his conduct. Be- 
cause what he sees displeases him, he is driven to 
his knees. As he acknowledges his wrongdoing dhd 
pleads for another chance, this man will usiillly 
promise the Lord that he will make a sincere effort 
to conform his life to principles of righteousness. 
Alma was such a man. As he attained that maturity 
of stature and spirit which permitted him to find 
great favor in the eyes of the Lord, he 

*Brother Wilford W. Kirton, Jr., serves as general counsel in 
the Church's legal department. He obtained both hi§ BA. and LL.B. 
degrees from the University of Utah and is a member of: the Ameri- 
can and Utah Bar Associations. Brother Kirton is president of Uni- 
versity Stake, the stake for students attending the University of 
Utah. His wife is the former Arlene Sonntag. They are parents of 
three girls and two boys. 



220 



THE INSTRUCTOR 



sought to teach his son, Corianton, the wisdom he 
had acquired. We shall use these teachings in our 
analysis of justice and mercy. 

However, before turning directly to what he said 
about the seeming paradox these terms present, we 
would do well to consider two related principles. 

The first of these is freedom of choice. Unless a 
man acts as a free moral agent, there can be no con- 
cept of justice. If he has no freedom, we cannot say 
that he is responsible for his acts. If he is not 
responsible for what he does, the law cannot judge 
him. In this life, if someone coerces another to per- 
form an evil act, the apparent offender has done no 
evil for which he is answerable. However, as one 
moves in a free society, selecting a course of conduct 
from various alternatives, he becomes answerable 
and accountable for that selection. 

The second principle is that the law of God must 
be available. If a man is truly ignorant of the law, 
he cannot be judged by it. But the ignorance we 
have reference to is not one resulting from a refusal 
to consider laws which are readily at hand. We all 
know the maxim, "Ignorance of the law is no ex- 
cuse." This rule applies where there is willful 
ignorance; for as long as we have opportunity to 
know, we cannot rely upon our lack of knowledge 
to excuse us. 

Now let us apply these principles to our own 
lives. Each of us is a free moral agent. Daily we 
select what we will do from alternatives available 
to us. The law of God is here. We have it from His 
prophets. Thus, if we do not know the law it is only 
because we refuse to be informed. Such carefully 
preserved ignorance is "no excuse." 

With this background, let us turn to the words of 
Alma as he instructed Corianton. (See Alma 42:12- 
25.) He went directly to the question of the justice 
of God by posing this query: "What, do ye sup- 
pose that mercy can rob justice? I say unto you, 
Nay; not one whit. If so, God would cease 
to be God." 

According to Alma, "justice claimeth the crea- 
ture and executeth the law, and the law infHcteth 
the punishment. ..." These are the demands of 
justice. He further developed his point this way: 
"Now the work of justice could not be destroyed; 
if so, God would cease to be God. And thus we see 
that all mankind were fallen, and they were in the 
grasp of justice; yea, the justice of God, which 
consigned them forever to be cut off from 
his presence." 

If we were to stop here, the fate of the whole hu- 
man family would be dismal indeed. We would be 



left largely without hope and most of us would 
despair. But a loving Father never intended it to be 
so. For with His plan of justice he has a companion 
plan of mercy. 

That plan of mercy, centered in the atonement 
of Jesus Christ, satisfies the demands of justice for 
all who will repent. In Alma's words the principle 
is stated this way: "But God ceaseth not to be God, 
and mercy claimeth the penitent, and mercy cometh 
because of the atonement; and the atonement bring- 
eth to pass the resurrection of the dead; and the 
resurrection of the dead bringeth back men into the 
presence of God; and thus they are restored into 
His presence, to be judged according to their works, 
according to the law and justice." 

For some, this law may appear to be unjust in 
that it may seem to be too easy. But the law is not 
unfair. Remember that true repentance requires a 
Godly sorrow as well as complete forsaking of the 
way of sin. Furthermore, this same right is open to 
all who would repent. God is no respecter of persons. 
Hope is rekindled, struggle and effort commence, 
and something closer to a Christlike character is 
produced. 

What have we learned about the justice 
and mercy of God? It is not difficult: (1) We have 
the law; (2) we are responsible moral agents; (3) 
each has violated the law; (4) justice must be sat- 
isfied; (5) the atonement of Christ will satisfy 
justice for those who truly repent of their wrong- 
doing; (6) the atonement satisfies nothing for the 
unrepentant; (7) justice requires full punishment 
for those who do not repent. 

In his closing remarks Ahna offered wise counsel. 
He charged Corianton to deny the justice of God no 
more as a means of excusing himself of his sins. In- 
stead, Alma encouraged his son, Corianton, to 
permit the justice of God, and his mercy and his long 
suffering, to have full sway in his heart, letting it 
bring him down to the dust of humility. 

Are you honest in your own self-appraisal? This 
is the difficult challenge to accept fully. It was for 
Corianton — it is for each of us. But without it, we 
do not repent. If we refuse to acknowledge the error 
within us, we fail in our repentance ; and the mercy 
of the atonement avails us nothing. Then the de- 
mands of justice must be fully met. (See Mosiah 
2:38, 39.) But whenever man finds courage enough 
to leave the way of error for the pathway of God, he 
finds the doorway to salvation has been left open 
wide. 

Library File Reference: Salvation. 



JUNE 1965 



221 




Photo by H. Armstrong Roberts. 

Our family will attend Church together. 



"WITH 

SINGLENESS 

OF HEART 



\^9 



by Burl Shephard 



(For Course 3, lesson of August 8, "We Keep the Sabbath Day 
Holy"; for Course 25, lesson of September 26, "Sabbath Day Ob- 
servance"; to support Family Home Evening lesson No. 18; and of 
general interest.) 



222 



In the Heart of the Parent: 

In the days of ancient Israel, Moses, after he 
had received the Ten Commandments, had coun- 
seled the people on this wise : 

Hear, Israel: The Lord our God is one Lord; 

And thou shalt love the Lord thy God with all 
thine heart, and with all thy soul, and with all thy 
might. 

And these words, which I command thee this 
day, shall be in thine heart: . 

And thou shalt teach them diligently unto thy 
children, and shalt talk of them when thou sittest 
in thine house, and when thou walkest by the way, 
and when thou liest down, and when thou risest up. 

And thou shalt write them upon the posts of 
thy house, and on thy gates. . . . 

Ye shall not go after other gods, of the gods of 
the people which are round about you. {Deuteron- 
omy 6:4-9,14.) 

In keeping with this counsel, the Pharisaic Jews 
down to modern times have placed these scriptures 
in tiny cases or "mezuzahs" on the right side of their 
doorways/ 

If we were searching for a scriptural guide to 
appropriate Sabbath Day activities, one that could 
be written "upon the posts of thy house," we per- 
haps could do no better than to carry into our total 
Sabbath attitudes a single line from section 59 of 
the Doctrine and Covenants. It is simply this: ". . . 
With singleness of heart.'* 

And that thou mayest more fully keep thyself 
unspotted from the world, thou shalt go to the house 
of prayer and offer up thy sacraments upon my holy 
day; for verily this is a day appointed unto you to 

iSee "The Pharisees," by Louis C. Zucker, The Instructor, June, 
1965, page 225. 

". . . With Singleness of Heart" 




My teacher will have a lovely lesson prepared. 

THE INSTRUCTOR 



rest from your labors, and to pay thy devotions unto 
the Most High; . . . 

And on this day thou shalt do none other thing, 
only let thy food be prepared With Singleness of 
Heart that thy fasting may be perfect, or, in other 
words, that thy joy may be full. (Doctrine and Cove- 
nants 59:9, 10, 13.) 

To what end do we keep this commandment? — 
"That thy joy may be full." Sunday is not to be a 
day of punishment. It is a day of blessing and spir- 
itual feasting. Indeed, the scriptures say it is a 
day for "a glad heart and a cheerful countenance." 
(Doctrine and Covenants 59:15.) It is a day when 
we are privileged to rest from our labors and to 
enrich our lives in worship and meditation. It is a 
day when we strengthen ourselves against "the gods 
of the people which are round about you." Presum- 
ably this temptation to worship other gods has al- 
ways beset man. And the God of heaven set this day 
apart that we might more fully commune with Him 
and become more easily persuaded to do good. 

The Sabbath is a day of "refreshment": 

Wherefore the children of Israel shall keep the 
sabbath, to observe the sabbath throughout their 
generations, for a perpetual covenant. 

It is a sign between me and the children of 
Israel for ever: for in six days the Lord made heaven 
and earth, and on the seventh day he rested, and 
was refreshed. (Exodus 31:16, 17.) 

When we have been blessed to live in homes that 
have kept the spiritual counsel, ". . . teach them 
diligently unto thy children, and . . . talk of them 
when thou sittest in thine house, and when thou 
walkest by the way . . ." it is wonderful to look 
back to the Sabbaths of childhood and ponder the 
delight of them. It seemed the days of the week 



were worth living through, because Sunday brought 
its own rich rewards. ... 

In the Heart of a Child: 

Everything seems so peaceful on Sunday. For 
one thing, Father is home; for another, it is a "dress- 
up" day. It is so much fun to put on my best dress 
and brush my hair so I can look my prettiest. My 
teacher at Sunday School will have a lovely lesson 
prepared, and our family will all attend Church to- 
gether. I like the singing; and sometimes before 
the services begin, I read through the hymns I like 
best and try to learn them from memory. After 
Church, we all help with the dinner; my special jobs 
are to clear the table and dry the dishes afterwards. 
Then we may go and visit Grandmother and Grand- 
father. Grandmother has two big picture books, one 
is gold and one is red; she draws Bible pictures in 
them for me and my brother to color. But the most 
fun of all is when Grandmother brings out the old 
photo album, and we get to look through it and 
hear stories of long ago. 

Sometimes when it is stormy, we stay home and 
prepare for our story hour with Mother and Father 
later in the day. We cut out flannelboard figures, 
or we draw and color pictures to use with the story. 
Or we plan our 2 1/^ -minute talks and present them 
to the family. 

Sometimes we have a music appreciation hour. 
And often, when everyone else is resting, I lie on 
the floor with my picture books and try to learn the 
big words describing the trees and flowers. My 
brother helps me. God made such a lovely world. 
And it seems so very beautiful on Sunday. . . . 



Library File Reference: Sabbath Day. 



With Singleness of Heart" 



With Singleness of Heart" 



With Singleness of Heart" 




My jobs are to clear table and dry dishes. 

JUNE 1965 



We prepare for our story hour. 



I lie on the floor with imy picture books. 

223 




HOW DO WE 

MANAGE 
DISAGREEMENTS ? 

by Reed H. Bradford 

They were a young, married couple. During the 
first months of their marriage, they had experienced 
great joy. It was a new adventure. But now, quite 
naturally, certain problems in their relationships 
were beginning to emerge. 

There was the question of finances, for example. 
They had not discussed this before their marriage, 
but now they found they had differences of opinion 
in regard to whether they should have a joint check- 
ing account or whether he should just give her so 
much money for certain specific purposes. They 
were also finding some difficulty in their relation- 
ships with their "in-laws." There were other things, 
too. He was still going to school, so he 
felt it necessary to spend most of his evenings 
studying. She liked to talk to him and wanted to 
go out and participate in other organizations, but 
she did not wish to do those things alone. They were 
finding it difficult to reach a decision as to how 
they should resolve this question. 

(For Course 25, lesson of July 11, "Parental Obligations"; for 
Course 27, lessons of July 25, August 1 and 8, "Jacob— Some Family 
Relationships" and "Joseph — Youthful Vicissitudes of a Man of Des- 
tiny"; for Course 29, lesson of September 5, "Marriage and Family 
Relationships"; to support Family Home Evening lessons Nos. 17, 
19-21; and of general interest.) 



"As we were discussing our problem the other 
evening," she said, "my husband pointed out that 
competition and conflict are a normal part of life. 
Somehow, I feel that cooperation should be the 
thing that one should emphasize." 

"I agree," he said, "that we should seek to learn 
better ways to work together, and it is for this rea- 
son that we have come to you." 

Every individual who comes into the world is, in 
some ways, a distinctive personality. But he 
also possesses characteristics which are common to 
all human beings. The things people have in com- 
mon permit them to understand one another more 
easily. Their differences often contribute to con- 
flicts. The teachings of the Saviour emphasize the 
love that individuals should have for one another. 
They should respect one another, and they should 
help one another to achieve the goals indicated by 
our Heavenly Father: lasting joy, salvation, and ex- 
altation. They should become more like Him; they 
should become His sons and daughters. 

Not only are individuals different in some ways 
from one another, but they live under different cir- 
cumstances. Parents, for example, are older than 
their children. They have had many experiences 
which their children have not had. Therefore, they 
see things from a different point of view from that 
of their children. Men are different from women 
in a number of ways. They have different respon- 
sibilities. An oldest child in a family who is in his 
teens lives under different circumstances from that 
of a newborn baby. A husband who comes home at 
night, tired and frustrated, may tend to see things 
quite differently than does his wife who may have 
had a relaxing day. A wife and mother who has a 
number of small children may be nervously ex- 
hausted by the end of the day, whereas her husband 
may have gone through a relatively pleasant ex- 
perience. One person's knowledge may differ both 
in regard to amount and kind from that of another 
individual. 

How can members of the family direct their 
energies constructively so that they complement one 
another, so that they help one another, rather than 
spend their knowledge and energies in conflict which 
only accentuates their problems? The following 
suggestions may be helpful: 

Differences Are Normal 

1. The discussion above would emphasize that 
some differences among individuals are normal. It 
is important for everyone to recognize this 
important fact. Many times individuals either 
consciously or unconsciously try to force others to 
conform to their own particular image, but this may 



224 



"FHE INSTRUCTOR 



Sixth in a Series To Support the Family Home 

be impossible. One gifted child in a family can get 
straight A's, but another child cannot. 

2. Conditions under which individuals attempt 
to resolve their differences have an important bear- 
ing on the outcome. Generally, when people are 
tired or hungry, or for some reason have some im- 
mediate depressing problems confronting them, they 
are not in the best condition to resolve their differ- 
ences. One couple has made it a rule in their home 
to take up a family problem that concerns them as 
parents only when they are alone, when they can 
relax, and when they do not have some physical, 
emotional, or intellectual circumstances which 
might tend to produce a negative attitude. Another 
couple discusses any differences only after they have 
listened to some beautiful music or participated in 
some similar enjoyable experience. 

3. Many times disagreements among individuals 
exist because of the differences in the extent of 
their knowledge. Individuals might make it a habit 
to ask one another, "Why do you think or feel this 
way?" Then they should honestly listen to what is 
subsequently said. They might gain new insights 
which would help them to see the thing from a dif- 
ferent point of view. Perhaps the knowledge of both 
parties is insufficient or inaccurate. A young son 
in a family recently told his father that a given 
scripture was found in such-and-such a book in the 
Bible. His father insisted it was found elsewhere. 
An older daughter Hstened to their rather heated 
discussion and said, "Why don't we look it up?" 
When they did so, they discovered both of them 
were wrong. 

Attitudes Are Important 

4. The attitude that people have toward one 
another often determines what they are wilhng to 
hear. A marriage counselor recently had a couple in 
his office who had such difficulties in their marriage 
that they were seriously considering a divorce. He 
asked each of them to try to define the problem. 
The woman did this in a very emotional and upset 
manner. After she had finished, the counselor asked 
the man to state it from his point of view. The man 
had hardly completed the first sentence when the 
woman violently objected to what he had said. She 
continued in this same manner in regard to every- 
thing that he said. The counselor finally had to 
ask her to leave so he could hear the statement of 
her husband. It became clear to the counselor that 
one of the problems, although not the only problem 
in this relationship, stemmed from the fact that this 
woman never really listened to her husband. She 
interpreted his activities in terms of her own feelings 



Evening Lessons 

and jealousies. She was looking at him through 
colored glasses. Until she put on the glasses of 
objectivity and respect, the problems in their re- 
lationship would never be solved. 

5. The love taught and exemplified by the 
Saviour would indicate that one ought to go more 
than one extra mile in trying to understand a fellow 
human being. A husband ought to make allowance 
for the fact that his wife is nervously exhausted at 
the end of a day and not expect that everything has 
to be in the same precise order as when she is not so 
tired. A wife ought to be so sensitive to her hus- 
band's feelings that she will know when he has 
not had the success in his occupation that he 
would have Hked to have. At these times, she gives 
him assurance of the many successful experiences 
he has had. Parents should so understand their chil- 
dren that when a young child says he has a pain in 
his stomach and does not want to go to school, they 
realize that what he may be saying is that he is hav- 
ing difficulty with the teacher or with other children. 
An older child who is doing well in school should 
have patience with the younger child and not say to 
him, "Oh, you ought to be able to do that. That is 
easy." Rather, he might say, "Would you like me to 
show you how it is done?" 

Family Members Deserve Respect 

6. Finally, in our experiences in the Family 
Home Evening program, families might permit each 
other to take the leadership in accepting certain 
responsibilities. The father, of course, presides. But 
he might let various members of the family conduct 
the program. One family has followed the procedure 
of keeping minutes of each family home evening 
which is held. They have found this helps them to : 

a. assure that each family member is treated 
fairly in matters of conducting the evening, 
and 

b. emphasize some of the main conclusions they 
reach. 

"... I say unto you, be one; and if ye are not one 
ye are not mine." (Doctrine and Covenants 38:27.) 
The Father, the Son, and the Holy Ghost are one in 
purpose, one in the goals they pursue, one in the 
methods of achieving those goals, and one in their 
deep love and respect for each other. Members of 
the family can be one in the same ways. If they are, 
they will accept the differences in each other that 
should be accepted and try to eHminate the differ- 
ences which can and should be eliminated. In so 
doing, they gain increased strength, confidence, as- 
surance, and peace from each other. 



Library File Reference: Family life. 



JUNE 1965 



225 



Its real mission is to proclaim the message of 
the Gospel, to invite all people to partake of 
its wonderful blessings, and to encourage 
Latter-day Saints to be true and faithful. 




Dr. Schreiner at the organ. 

by Alexander Schreiner 

The story of the Salt Lake Tabernacle organ is 
one of high musical ideals and a willingness on 
the part of the people to have it built in a splendid 
manner. It is a beloved instrument because its won- 
derful sounds inspire us to great deeds and make us 
feel more noble. 

Utah, in the year 1863, lay in a desert wasteland, 
three months by ox-team from the big cities that 
were east of the Mississippi River. The Taber- 
nacle, which was under construction at that time, 
would have to have an organ. It so happened that 
in 1857 one of our converts, Brother Joseph Ridges, 
an organ builder, came from Australia to Salt Lake 
City. His coming was fortunate indeed. He was ap- 



(For Course 7, lesson of August 22, "Buildings on Temple 
Square"; for Course 11, lesson of September 5, "The Tabernacle 
Organ"; and of general interest.) 

* Brother Alexander Schreiner began playing hymns from memory 
at the age of 5. At 8 he was called to serve as a branch and Sunday 
School organist. At 19 he played his first recitals on the Tabernacle 
organ. He was appointed to the Tabernacle organ staff when he 
was 22 and has been senior organist since 1937. During April Gen- 
eral Conference of the Church this year he was officially designated 
as "Chief Organist of the Tabernacle." 

Brother Schreiner has been a member of the Church General 
Music Committee since 1939 and a member of the Deseret Sunday 
School Union General Board since 1943. 



IN THE SALT LAKE TABERNACLE 



pointed by President Brigham Young to build the 
finest organ he could for the new Tabernacle. How 
happy Brother Ridges must have been! 

First, a large amount of the finest lumber for 
making large bass pipes was needed. This was found 
in the forests of Pine Valley, 300 miles south of Salt 
Lake City, and 32 miles southwest of Cedar City. 
Twenty large wagons with 60 yoke of oxen were put 
into service for the long haul over rough and dusty 
roads. When the Tabernacle was finished in 1867, 
the organ was also ready to be played for the first 
time. Its radiant tones have since then continued to 
make people happy. 

The organ has been heard in daily noon recitals 
for more than half a century and, together with the 
Tabernacle Choir, has been presented throughout 
the nation on regular Sunday morning radio pro- 
grams since July, 1929. 

The Tabernacle itself is unique. Its roof struc- 
ture is built of wood, and its beams are fastened with 
dowels of wood. The result is a building of remark- 
ably fine acoustics that enhance the organ sounds. 

Construction of the Tabernacle was commenced 
in 1863 and substantially completed in 1867, with a 
seating capacity of 8,000. It was built by the Mor- 



226 



THE INSTRUCTOR 




To the organ is added the voices of the Tabernacle Choir. A small part of the forest of Tabernacle organ pipes. 



mon pioneers at a time when they were busy con- 
verting the desert into a beautiful garden and erect- 
ing a temple to the Most High. Noted singers, choirs, 
and orchestra conductors have expressed delight at 
the effects they are able to produce in this building. 
A pin dropped in one end of the Tabernacle may be 
heard distinctly anywhere in it. 

The original organ, comprising some 700 pipes, 
was put into service as early as 1867. This instru- 
ment was enlarged in 1885, 1900, and 1915, and 
rebuilt rather completely in 1948 by the Aeolian- 
Skinner Organ Company of Boston. Thus the organ 
has been kept up to the highest standard of excel- 
lence. There are now 189 sets of pipes, totaling 
nearly eleven thousand individual pipes. The Tab- 
ernacle organ ranks among the largest church organs 
in the world and among the most beautiful and noble 
in tone quality. 

There are five manual and one pedal keyboards. 
A 30-horsepower blower supplies wind at six differ- 
ent pressures ranging from 2 3/4 inches to 15 inches. 
The mechanism is controlled by low voltage direct 
current, as in most modern organs. 

The illustrations show five rows of keys for the 
hands plus one row of pedal keys. This total of six 
rows controls the eight divisions of the organ as fol- 
lows: Beginning at the bottom, the pedals play the 
great organ basses. These sounds, lower than the 
basses of a piano, can be played, when desired, like 
the sounds of distant thunder. Or the pedals may be 
ma4e to sound like a bass tuba, or a double-bass viol. 
The first row of manual keys (bottom row for the 
hands) plays the choir division, usually called the 
choir organ. True enough, when accompanying a 
choir, the organist usually uses this part of the big 
organ. This first manual also controls the Positiv 
organ, whose special quality is extreme clearness of 
tone. 

The second manual controls especially the 



"Great Organ"; and further, the entire instrument 
is available here. 

The third manual controls what we call the 
"Swell Organ." This is the largest of the eight divi- 
sions of the organ, being capable of sounding the 
sweetest and softest tones, and also having available 
rather strong organ tones and various trumpet 
qualities. 

The fourth row of keys plays the Solo organ and 
the special Bombarde organ. 

The top row, or fifth manual, plays the Antiph- 
onal organ. This is a special organ of some 600 pipes 
located in the east end of the Tabernacle. With its 
help we can let it play, as it were, echoes of the big 
organ. Such an organ, when of smaller dimensions, 
is sometimes called an Echo organ. 

Most of the gilded pipes in the casework are not 
playing pipes. However the ten largest ones do make 
fine, soft sounds, as of distant thunder. At times 
they make the air and the benches vibrate just a 
little bit. 

An organ pipe is always empty. That is, it has 
only air in it. It is no more than a well-made whistle 
which sounds when it is blown. The long pipes sound 
low notes, and as the pipes become shorter and 
shorter, their tones are higher and higher. 

In the year 1867, at the time when both the Tab- 
ernacle and its organ were nearing completion. 
President Brigham Young said, "We cannot preach 
the Gospel unless we have good music. I am waiting 
patiently for the organ to be finished; then we can 
sing the Gospel into the hearts of the people." 

The Tabernacle organ, like our chapels and our 
temples, belongs to all faithful Latter-day Saints. 
It sends out grand and beautiful sounds not only 
within the Tabernacle, but, with the help of radio 
and television, it is heard in many distant lands and 
places. 



Library File Reference: Tabernacles — Mormon — Salt Lake. 



JUNE 1965 



227 




''This I Believe . . ." 
Third in a Series for the Inquiring Mind 



Photo courtesy Mt. Wilson and Palomar Observatories. 

Billions of luminous suns and dark bodies, unorganized gas 
and dust make up galaxies like this "island universe" of 
Canes Venatici. Our Milky Way galaxy is very similar. 

IN THE 
BEGINNING 

by William Lee Stokes* 

The Elements Are Eternal 

In 1833 the Prophet Joseph Smith proclaimed 
the great truth that the "elements are eternal." (Doc- 
trine and Covenants 93:33.) This thought-provoking 
assertion will serve to introduce our discussion of the 
early history of the earth and its surroundings. Since 
there can be no beginning for that which is eternal, 
all discussions of the past must begin at some arbi- 
trary point with certain organizations of matter al- 
ready in existence. Depending on their particular 
fields, scientists have several such starting points: 
physicists usually begin with the origin of the chemi- 
cal elements; astronomers with the origin of the uni- 
verse; geologists with the beginning of the earth; 
biologists with the appearance of life; and anthro- 
pologists with the emergence of man. Certain pre- 
existing conditions are always taken for granted with 
no further explanation considered necessary. 

We should be reminded that scriptural accounts 
of the creation do not commence at an ultimate be- 
ginning either. The book of Moses in the Pearl of 
Great Price gives the most satisfactory account of 



In publishing this article and others in this series, 
''I Believe," we sincerely agree with 2 Nephi 9:29: 
"But to be learned is good if they [men] hearken 
unto the counsels of God." 

In this article Brother Stokes brings to readers a 
lifetime study of scriptures and scientific findings. 
The purpose is to help those who find science and 
religion incompatible in certain respects to discover 
that a man of science can be a man of God, and that 
he can remain both intellectually honest and sincere 
in his religious convictions. 



*Wllliam Lee Stokes is head of the Department of Geology at the 
University of Utah and director of the university's museum of earth 
sciences. He received his B.S. and M.S. degrees from Brigham Young 
University and his Ph.D. from Princeton University. He is active 
in Church work, recently having been released from an outstanding 
stake mission calling. His wife is the former Betty Curtis. The Stokes 
are parents of four children, three girls and one boy. 

(Of general interest to Courses 15, 17, and 25.) 



how we received knowledge of the creation. (Moses 
1-3.) The story is essentially as follows: After seeing 
a great vision of the earth and its inhabitants, Moses 
asked God why and how they had been created. God 
replied, ". . . for mine own purpose have I made 
these things. Here is wisdom and it remaineth in 
me." (Moses 1:31.) Moses again implored God to at 
least tell him "concerning this earth, and the inhabi- 
tants thereof, and also the heavens." (Moses 1:36.) 
The Lord replied, ". . . behold, I reveal unto you 
concerning this heaven, and this earth. ..." (Moses 
2:1.) The expression "this heaven and this earth" 
seem to designate the particular galaxy or system 
of which the earth is a member. Certainly the ulti- 
mate beginnings of matter are not revealed. The 
"beginning" as recounted in the books of Moses, 
Genesis, and Abraham seems to cover an arbitrary 
segment of eternity pertaining particularly to this 
earth. 

An Honest Approach Necessary 

How can we go about comparing the findings of 
science with scriptural accounts of creation? The 
apostle Paul gave this guide : "Prove all things ; hold 
fast that which is good." (/ Thessalonians 5:21.) 
Our search should be fearless and openminded. All 
lines of evidence both scientific and scriptural 
should be taken into account. The honest investiga- 
tor proceeds by gathering all available facts and by 
imagining and testing all possible explanations 
(theories) suggested by the facts. New informa- 
tion is welcomed and integrated. If it disproves an 
older theory, a new one should be formulated. 

The scriptures deserve to be studied with the 
same care as scientific problems — all references per- 
taining to a specific subject listed and compared; all 
possible meanings of key words noted. If certain 
expressions could be either literal or figurative, both 
meanings should be considered. A compendium or 
biblical dictionary is helpful, and the assistance of 
someone who understands Hebrew or Greek may be 
enlightening. Every student of scripture knows it is 



228 



THE INSTRUCTOR 



neither safe nor fair to judge a matter by isolated 
quotations or passages taken out of context. If we 
line up all scriptures which testify one way along- 
side those which testify in the opposite way, we may 
see at once that one list simply outweighs the other. 
We may discover that there have been omissions or 
mistranslations; or we may find that one of the op- 
posing statements is plainly figurative, the other 
literal. In any event we have not really studied a 
matter scripturally until we have done all we can to 
gain understanding. After serious study, the mind 
is better prepared for inspiration. 

If two equally probable scientific theories exist, 
I personally favor the one which agrees best with 
the scriptures which bear on the subject. Likewise, 
if two equally strong scriptures are available, one of 
which agrees with science and the other does not, I 
am inclined to accept the first. As an example, we 
apparently have a choice of believing that Genesis 
"days" are 24 hours each, 1000-year periods, or eons 
of unknown but immense duration.^ Of these inter- 
pretations, the last agrees with the accumulated evi- 
dence of science, and I prefer to accept that one. 

Scriptural Accounts of Creation 

Three accounts of the creation are available to 
Latter-day Saints: Genesis 1-2, Moses 2-3, and A 6m- 
ham 4-5. That the creation story should be repeated 
three times must be highly significant. That the 
three presentations agree in broad outlines but differ 
in detail is also important. Certain passages corre- 
late almost to the letter, others are presented quite 
differently. It is worth noting, however, that the 
differences among the three accounts are no greater 
than those found in the four Gospels recounting the 
story of Christ. This evidently means that we must 
piece together information from all sources to obtain 
the most complete understanding. 

The Spiritual Creation 

A most important contribution of modem revela- 
tion is the concept of the spiritual creation. The 
fact that there was a spiritual creation is vaguely 
hinted at in Genesis, but it is plainly stated in Moses 
and Abraham. Correctly interpreted, this concept 
clarifies the seeming conflicts between Genesis 1 and 
Genesis 2 which have plagued Christian thinkers for 
centuries. It is also a concept which goes far to 
bridge the gap between modern science and the 
scriptures. What can be said in support of this op- 
timistic viewpoint? To answer this we must digress 
into other scriptural and scientific matters briefly. 

Joseph Smith knew and proclaimed another great 
truth — that there are two grades or conditions of 
matter. The key scripture is: 



i"How Old Is the Earth," by John A. Widtsoe; The Improvement 
Era, Vol. 41; December, 1938; page 713. 



There is no such thing as immaterial matter. All 
spirit is matter, but it is more fine or pure, and can 
only be discerned by purer eyes; we cannot see it; 
but when our bodies are purified we shall see that 
it is all matter. (Doctrine and Covenants 131:7, 8.) 

What meaning shall we put on the word "spirit" 
as here used? It seems to denote fine or pure matter, 
and this is the meaning I prefer in interpreting the 
spiritual creation. 

Do we know anything about the spiritual matter 
referred to by Joseph Smith? Is it so ethereal as to 
be entirely beyond mortal comprehension? I suggest 
that spiritual matter is neither more nor less than 
the elementary or sub-atomic "particles" that science 
is now discovering and studying. Electrons, protons, 
neutrons and other less-well-known "particles" are 
fine and pure and are the essential building blocks 
from which coarse or gross matter is created. In 
various combinations these particles constitute the 
chemical elements that make up the physical world. 
Photons are units of radiation and are considered 
particles only when in motion. The fundamental 
and still mysterious nature of light is indicated not 
only by scientific findings but by scriptures such as 
Section 88 of the Doctrine and Covenants. 

The first act of creation was the majestic com- 
mand, "Let there be light." Most of the light of the 
universe is generated by hydrogen which is the sim- 
plest chemical element, consisting as it does of one 
electron and one proton. It is also the most abun- 
dant element and makes up over 90 percent of all 
matter of the universe. From the standpoint of 
creation, it would be the first element to appear by 
synthesis of elementary particles and would also be 
the initial building block for the more complex, heav- 
ier elements such as carbon, the essential of organic 
Hfe. 

Most theories of the origin of the galaxy begin 
with a vast, formless cloud consisting chiefly of 
hydrogen.- This mass condensed and finally gave 
rise to stars generating light by nuclear reactions 
feeding on the hydrogen. More complex elements 
are thought to be built up in the interior of heavier 
stars or as byproducts of the great explosions which 
produce nova or super nova. In any event the proc- 
ess of organization begins with elementary particles 
and passes through hydrogen to heavier elements. 
The appearance of light heralds the time when crea- 
tion of other elements can begin. All grades and 
conditions of matter exist in the present galaxy, 
but the stage is long past when it was formless and 
devoid of organized elements. 

(Continued on following page.) 

^A. Broms, Our Emerging Universe; Doubleday and Co-, New York, 
N.Y., 1961; page 260. J. A. Coleman, Modern Theories of the Uni- 
verse; New American Library of World Literature, Inc., New York 
City, N.Y., 1963; page 211. 



JUNE 1965 



229 



IN THE BEGINNING {Continued from preceding page.) 

If we can be convinced of the possibility that 
the spiritual creation had to do with actual fine or 
sub-atomic matter, I beheve we are on the way to 
comprehension of the scriptural accounts of creation. 
We should be reminded that the elemental "par- 
ticles" are by no means fully understood. They 
may be made of still finer entities with an ultimate 
relationship to light. How spiritual matter is organ- 
ized, controlled, and governed is a mystery yet to 
be discovered or made known. 

Different Opinions 

It is significant to note that there are several 
interpretations as to which portion of the scriptures 
refer to a spiritual creation and which to a natural 
or gross-matter creation. According to such writers 
as Milton R. Hunter,^ Bruce R. McConkie/ and Jo- 
seph Fielding Smith,^ the book of Abraham recounts 
the spiritual creation and is comparable to a "blue- 
print," while Moses and Genesis tell of the actual 
physical creation. An almost exactly opposite opin- 
ion is expressed by J. Reuben Clark, Jr.,*' and W. 
Cleon Skousen,' who state that the Moses and Gene- 
sis accounts are spiritual and that little is said about 
the physical creation. I seriously recommend that 
all interested persons read and compare the refer- 
ences cited above. 

Importance of Water 

Regardless of other differences that may exist, the 
three accounts of creation agree almost to the exact 
expression used with regard to the watering of the 
earth. This and events leading to it are described 
in Moses as follows: 

And I, God, blessed the seventh day, and sancti- 
fied it; because that in it I had rested from all my 
work which I, God, had created and made. 

And now, behold, I say unto you, that these are 
the generations of the heaven and of the earth, when 
they were created, in the day that I, the Lord God, 
made the heaven and earth; 

And every plant of the field before it was in the 
earth, and every herb of the field before it grew. For 
I, the Lord God, created all things, of which I have 
spoken, spiritually, before they were naturally upon 
the face of the earth. For I, the Lord God, had not 
caused it to rain upon the face of the earth. And I, 
the Lord God, had created all the children of men; 
and not yet a man to till the ground; for in heaven 
created I them; and there was not yet flesh upon 
the earth, neither in the water, neither in the air; 

But I, the Lord God, spake, and there went up a 

^Milton R. Hunter, Pearl of Great Price Commentary; Stevens & 
Wallis, Inc.. Salt Lake City, Utah, 1948; page 74. 

^Bruce R. McConkie, Mormon Doctrine; Bookcraft, Inc., Salt Lake 
City, Utah, 1958; page 156. 

= Joseph Fielding Smith, Boctrines of Salvation (Compiled by 
Bruce R. McConkie), Vol. 1; Bookcraft, Inc., Salt Lake City, Utah, 
1954; page 75. 

«J. Reuben Clark, Jr., in Church News, Dec. 29, 1956, page 10. 

"W. Cleon Skousen, The First 2000 Years; Bookcraft, Inc., Salt 
Lake City, Utah, 1953; page 19. 



mist from the earth, and watered the whole face of 
the ground. (Moses 3:3-6.) 

The accounts in Genesis and Abraham are very 
similar to the one in Moses. After the watering of 
the ground came the entire natural creation of all 
organic life, including the body of man. ' The appear- 
ance of water is then a most important point in the 
scriptural accounts. 

The concept that water came out of the earth 
makes very good sense to the geologist. In fact, the 
most widely held and best supported theory on the 
subject of the origin of water holds that it came by 
slow degrees from within the earth.® It is a matter 
of observation that new water that has never been 
at the surface before is constantly appearing in hot 
springs, geysers, and volcanoes. The rate of pro- 
duction may have been higher in the past, but there 
was ample time to produce all 300 million cubic miles 
of water that now exists on earth. 

Water can exist only in temperature ranges 
between 0° and 100° centigrade (32°-212°F), and 
this particular range prevails only rarely in the uni- 
verse; space is too cold and the suns are too hot, 
and only an occasional planet has the right tempera- 
ture. The earth is a very watery and special place, 
indeed, judging by other members of this solar 
system. 

As soon as water appeared on earth it began its 
well-known cycle from ocean to cloud, from cloud 
to rain, from rain to stream, and from stream to 
ocean. Thus "the whole face of the ground" was 
watered as rain fell and currents and streams bathed, 
permeated, and circulated in all environments. 

Geologists h^ve ways of reading from the rocks 
the record left by moving water. Running streams, 
waves, and currents create layering, ripple marks, 
and cross-bedding; drying mud creates its distinctive 
patterns, and falling rain leaves raindrop impres- 
sions. All these and many other indications are 
found preserved in sedimentary rocks; they could 
not be found in igneous material like lava, and we do 
not expect to find them on the waterless and life- 
less moon. By these signs we judge that water began 
to act on the earth somewhat over three billion 
years ago. 

Even more important than these stony records 
is the fact that organic life as we know it absolutely 
depends on water — ^it is the chief constituent of 
protoplasm; our bodies are over 90% water; and 
every plant and animal requires water to stay alive. 
When the geologist finds evidence of running water 
he knows that conditions were favorable for the ap- 



8"Geological History of Sea Water," by W. W. Rubey; Bulletin 
of Geological Society of America, Vol. 62; September, 1961; page 1111. 



230 



THE INSTRUCTOR 



pearance of life. It is not surprising therefore that 
the first simple fossils appear in sedimentary rocks 
about two billion years old. The exact date is not 
too important; the sequence of events is. From its 
first appearance, life has progressed from simple to 
complex in an orderly, rational way. Geologists find 
no evidence of interruptions or worldwide catastro- 
phes or repeated sudden creations such as the time- 
bound or medieval mind believed in. Throughout the 
long geological periods water has played a decisive 
role, the oceans have never been too hot nor too cold 
to support life. The brief scriptural references to 
life are mere background for the appearance of Adam 
and are not intended to be a discourse on the details 
of evolution. 

Sequence of Events 

With the thought that anything that exists in 
potential and yet unorganized form may be con- 
sidered "spiritual" in nature, it is interesting to note 
the sequence of creation given in Abraham 4. First 
day: heaven and earth (non-Uving) created and 
finished; second day: firmament, (non-living) created 
and finished; third day: waters gathered and earth 
prepared to bring forth plant Ufe (yet to come); 
fourth day: lights in the heavens, sun, moon, and 
stars (non-living) finished; fifth day: waters pre- 
pared to bring forth Ufe of various kinds (again yet 




Photo courtesy U. S. Geological Survey. 

Eruption of Kilauea Volcano, Hawaii, 1924. Great clouds 
emitted from volcano are mainly steam and water vapor. 



to come); sixth day: "And the Gods organized the 
earth to bring forth the beasts after their kind, and 
cattle after their kind, and every thing that creepeth 
upon the earth after its kind; and the Gods saw they 
would obey." {Abraham 4:25.) This last is a plain 
statement that the living things were expected or 
commanded to appear in due course at some future 
date. They were awaiting the watering of the earth 
as previously described. 

This account indicates that the Gods were con- 
cerned at this time chiefly with planning and prep- 
aration for life. The subsequent events of the 
seventh day were self-perpetuating and capable of 
operating without intervention. How else can we 
interpret the many references to the seventh day 
being a time of rest? In fact, we seem to be still in 
the seventh day. I find no reference to the conclu- 
sion of the seventh day or to the beginning of the 
eighth. What basis is there for regarding the ac- 
count in Abraham as merely a blueprint when it 
plainly depicts many physical events? Abraham re- 
counts actions as well as thoughts. I believe we can 
achieve a much more harmonious interpretation if 
we can accept all the accounts as telling the same 
story with spiritual and natural events interwoven. 

Space does not permit discussion of the many 
other interesting correlations that exist between 
modem scriptures and modern science. Both sources 
indicate a beginning from elemental matter. The 
expression "hydrogen god" of some scientists directs 
attention to the phase of creation of elemental mat- 
ter preceding the appearance of coarse or heavier ele- 
ments. Science and scripture recognize the appear- 
ance of light as a milepost of utmost importance. 
Scientists have pointed out that the essential ele- 
ments for life must exist in unorganized form before 
life can exist; scriptures state that the Gods pre- 
pared the earth and the waters to bring forth life 
in due time. This important point is that the ele- 
ments are apparently endowed with the potentiality 
of producing organic life when conditions are right. 
Geologists look for signs of running water as evi- 
dence that the temperatures of the earth and other 
physical factors are favorable for life to appear. This 
"watering" of the earth is given a paramount place 
in scripture. Before this event organic life was a 
potential thing, afterward it became an actuality. 
The scriptures tell Httle about events between the 
watering of the earth and the appearance of man. 
The marvelous development of all the diverse organ- 
isms of the earth is a story supphed chiefly by geolo- 
gists. Science knows nothing about the Garden of 
Eden nor the mysteries of the Fall. Scientists have 
their rehgious beliefs about these matters just as 
(Concluded on page 233.) 



JUNE 1965 



231 



THE 

INNER 

STRENGTH 

OF 

LEADER 



by Merlo J. Pusey* 

When George Albert Smith was a young man, 
he joined the Utah National Guard. Being a good 
rider and having an excellent mount, he made quite 
a dashing figure in the practice charges up Arsenal 
Hill. Some of his friends urged him to run for an 
office in the Guard, and he consented. During the 
next few weeks, however, a man whom he had sup- 
posed to be his friend circulated false charges to the 
effect that Smith was seeking to win by unfair 
means. 

Partly because of these rumors, Sergeant Smith 
failed to win the votes of his fellow guardsmen. So 
he did not win the promotion to which he felt he had 
been entitled. His heart was filled with bitterness 
and hate for the onetime friend who had treated 
him so unfairly. 

He went to Church and tried to forget about the 
unpleasant affair, but his heart was still full of re- 
sentment. He could not feel right about taking the 
sacrament. After meditating and praying, Brother 
George Albert Smith concluded that he, too, was in 
the wrong for continuing to nurse a grievance. 

He decided to relieve 
himself of the burden of 
hate that seemed to be 
doing him more harm 
than it was doing his 
enemy. He crossed the 
street and walked di- 
rectly into the office of 
the man who had spread 
the rumors. As he en- 
tered the door, the man 
put up his arm as if in 

self-defense. No doubt President George Albert Smith. 




he expected a fight. He knew in his heart that he had 
gravely wronged a friend. But George Albert Smith 
had not come to fight. On the contrary, his voice 
was soft and forgiving. 

"My brother," he said, "I want you to forgive 
me for hating you the way I have for the last few 
weeks." 

The man of rumors was immediately melted into 
contrition. "Brother Smith," he said, "you have no 
need for forgiveness. It is I who need forgiveness 
from you." Because of George Albert Smith's cour- 
age and spiritual strength, the man who had made 
himself an enemy was completely subdued. He 
repented of his evil conduct and thereafter he and 
Brother Smith were once more good friends. 

This story is indicative of the methods that 
George Albert Smith used after he became president 
of the Church. He had a strong element of spiritual- 
ity in his nature, and he sought to develop this 
spirituality as a means of conditioning himself to do 
the Lord's work. 

Most great men have spiritual qualities. They 
know that their own talents and powers are weak in 
comparison to the great tasks they have to do. They 
know that it is impossible for men to have complete 
knowledge or to be wise in all things. So they reach 
out for help and for wisdom to God who is the crea- 
tor of all things and the spiritual father of 
all mankind. 

Some men who are almost wholly absorbed in 
the affairs of the world nevertheless have inner 
spiritual strength. President Dwight D. Eisenhower 
felt so strongly the need for the blessings of God 
upon his administration that he uttered a prayer 
at his second inaugural and often had prayer in his 
cabinet meetings. President John F. Kennedy often 
invoked the blessings of God upon what he was try- 
ing to do, and President Lyndon B. Johnson now 
does likewise. 

We do not often think of General Douglas 
MacArthur as being a man of spiritual qualities. Yet 
he left a "spiritual legacy" to his son in the form of 
a prayer which he wrote during the desperate days 
of World War H when the Japanese were driving his 
men out of the Philippine Islands. The prayer is 
as follows: 

Build me a son, O Lord, who will be strong 



(For Course 5, lesson of August 22, "Out of the Abundance of the 
Heart"; for Course 9, lesson of Augvist 29, "A Leader Is on the 
Lord's Side"; for Course 25, lessons of July 18 and 25, "Religion and 
Life"; for Course 27, lesson of August 8, "Joseph, Youthful Vicissi- 
tudes of a Man of Destiny"; to support Family Home Evening les- 
sons Nos. 22, 29, 30; and of general interest.) 

* Brother Merlo J. Pusey is associate editor of The Washington 
Post and for some time has been active in Washington (D.C.) Stake 
of the Church. He has authored six books, including The Supreme 
Court Crisis; Big Government: Can We Control It; Charles Evans 
Hughes, a 2-volume biography; and Eisenhower, the President. His 
wife is Dorothy Richards Pusey. They have three sons. 



232 



THE INSTRUCTOR 



enough to know when 
he is weak, and brave 
enough to face himself 
when he is afraid; one 
who will be proud and 
unbending in honest de- 
feat, and humble and 
gentle in victory. 

Build me a son whose 
wishes will not take the 
place of deeds; a son 
who will know Thee — 
General Douglas MacArthur. and that to know him- 
self is the foundation stone of knowledge. 

Lead him, I pray, not in the path of ease and 
comfort, but under the stress and spur of difficulties 




and challenge. Here let him learn to stand up in the 
storm; here let him learn compassion for those who 
fall. 

Build me a son whose heart will be clear, whose 
goal will be high, a son who will master himself be- 
fore he seeks to master other men, one who will 
reach into the future, yet never forget the past. 

And after all these things are his, add, I pray, 
enough of a sense of humor, so that he may always 
be serious, yet never take himself too seriously. Give 
him humility, so that he may always remember the 
simplicity of true greatness, the open mind of true 
wisdom, and the meekness of true strength. 

Then I, his father, will dare to whisper, "I have 
not lived in vain." 

Library File Reference: Greatness. 



IN THE BEGINNING (Concluded from page 231.) 

others do. We need to be reminded that Adam was 
not created in the Garden of Eden and that condi- 
tions outside of the Garden may have been quite 
different from those within it. It is not the purpose 
of this discussion to go beyond the Garden of Eden 
episode except to comment on the time element. 

Some scholars interpret the scriptures as requir- 
ing a short period of creation. So-called Protestant 
fundamentalists beUeve that the earth is just over 
6,000 years old. Many others who think along these 
same lines stretch the figure to 12,000: they regard 
the six creative periods as exactly 1,000 years each 
and add another 6,000 years for the period since the 
fall of Adam. A corollary to this is the belief in "no 
death before th§ fall." This requires that all plants 
and animals remained in a deathless state from their 
creation until Adam fell. This, if true, means that 
no fossils (except, perhaps, footprints) could be older 
than 6,000 years. Thus all pre-Adamic history would 
be greatly compressed and man would have lived not 
only with dinosaurs but with all extinct organisms as 
well. Instead of the slow, gradual, and uniform de- 
velopment deduced by geologists, a very rapid or 
catastrophic past history is necessary. 

Needless to say, no significant scientific evidence 
for a "quick cres^tion" or catastrophic development 
has been discovered. Careful study of the scriptures 
which are said to support this interpretation is not 
convincing. Of the several examples that might be 
given, space permits comment on only one. Fre- 
quently quoted is // Peter 3:8: "But, beloved, be 
not ignorant of this one thing, that one day is with 
the Lord as a thousand years, and a thousand years 
as one day." 

Those who quote this scripture to prove that the 
Genesis "days" were 1,000 years each must of neces- 



sity add the meanings indicated by parentheses: One 
day is with the Lord as a thousand years (with man) , 
and a thousand years (with man) as one day (with 
God). I suggest an alternate interpretation: "One 
day is with the Lord as a thousand years (with God) 
and a thousand years (with God) as one day (with 
God)." Does this mean that time is meaningless to 
God and incomprehensible to man? Another inter- 
esting possibility exists. If one day with God is 
1,000 earth years, one God-year is therefore 365,000 
earth-years; 1,000 God-years is 365,000,000 earth- 
years; and 7,000 God-years is about 2,555,000,000 
earth years. Strange that this figure is the same 
mentioned in a letter from W. W. Phelps to a brother 
of Joseph Smith as the age of our "system."^ 

The Prophet Alma wrote ". . . all is as one day 
with God, and time only is measured unto men." 
(Alma 40:8.) That many hurt and bitter feelings 
should arise among Latter-day Saints through differ- 
ences of opinion over the time element in the creation 
seems somehow unnecessary. I quote President 
Brigham Young: "I am not astonished that infidelity 
(or irrehgion) prevails to a great extent among the 
inhabitants of the earth, for the religious teachers 
. . . advance many ideas and notions for the truth 
which are in opposition and contradict facts demon- 
strated by science . . ."" I recommend this dis- 
course to all interested readers. Perhaps President 
Young's words remain a warning that unreasonable 
or contradictory interpretations of scripture may 
still lead to confusion, disillusionment, and loss of 
confidence on the part of those who are hoping to 
find the truth. 



BWilliam W. Phelps (letter), Times and Seasons, Vol. 5, 1844; 
page 758. 

i^Brigham Young, Journal of Discourses, Vol. 14; page 115. 
Library File Reference: Creation. 



JUNE 1965 



233 



VARIETY IN 
TEACHING 



by Virginia Howe* 

Variety is the spice of life. It can also be the 
spice of teaching. 

A teacher who is interested in what her class 
learns and retains will present her lessons each week 
in a variety of ways. Sunday School workers are 
fortunate in having many wonderful visual aids pro- 
vided in The Instructor, many of which were un- 
heard of a few years ago. 

Center spread pictures tell stories, and covers 
lend enrichment to many lessons. Flannelboard 
stories can be a most interesting addition to teaching. 
They make a story live as it is told. 

Ward librarians are always ready to help teachers 
find ways of giving lessons more effectively. One new 
and different method of presenting flannelboard 
stories has been found to add enthusiasm to both 
teaching and learning. 

Flannelgraphs are cut out and permanently 
mounted in scenes on accordion boards. Characters 
are laid out for each scene in positions similar to 
those used on a flannelboard. A few background 
lines are then added with felt-tipped, colored magic 
marker pens. Only a few lines need be added. Too 
many details will detract from the flannelboard 
figures. 

Some stories may be made up using only one 
magazine. Others may require as many as six. It 
has been found that in cases where more than one 



copy of The Instructor is needed, teachers are wilhng 
to donate their inserts to the ward library for making 
up these accordion books. 

On the face of each closed accordion board are 
listed the name of the story and the issue of the 
magazine from which it was obtained. On the back 
is taped a small pocket. Within this pocket is placed 
a copy of the written story with its printed instruc- 
tions. Therefore participating teachers have access 
not only to the story but also to information listing 
references. 

Accordion boards are made by cutting light-col- 
ored poster boards into sections, each 11" x 14." 
Sections are then bound with colored mystic tape. 
This tape has been found to be much more effective 
and attractive for binding than other types. Others 
either do not hold or else become soiled and unat- 
tractive. 

When binding one section to another, enough 
space should be left so that the pages can be folded 
either way. After all sections have been properly 
united, sections should fold like the bellows of an 
accordion, thus the name "accordion board." 

For most effective presentation of lessons while 
using one of these accordion boards, teachers should 
display only one scene at a time. 

After the story has been told, the entire board 
may easily be opened and placed on a table for re- 
viewing or displaying. 

An efficiently operated ward library and an ef- 
fective librarian can do much towards instilling 
enthusiasm in teachers. Teachers who are enthus- 
iastic will inspire their classes. 



* Sister Virginia Howe is ward librarian in Monument Park 9th 
Ward Sunday School in Salt Lake City and assistant librarian in 
Monument Park Stake Sunday School. She has attended Brigham 
Young University and Utah State University. She is the wife of 
Ralph D. Howe and the mother of three children. 
Library File Reference: Libraries. 




234 



THE INSTRUCTOR 



The Good Herdsman 

By F. Donald Isbell 



THE STORY 

How think ye? If a man have an hundred sheep, and one of them be gone 
astray, doth he not leave the ninety and nine, and goeth into the mountains, and 
seeketh that which is gone astray? 

And if so be that he findeth it, verily I say unto you, he rejoiceth more of that 
sheep than of the ninety and nine which went not astray. 

Even so it is not the will of your Father which is in heaven, that one of these 
little ones should perish. (Matthew 18:1 2-14.) 

The very joy of the shepherd finding his sheep that had gone astray proves 
the worth of that sheep to him. Jesus, in this parable, was presenting a message of 
deep spiritual significance for all men. Even as the sheep proved precious to the 
shepherd, the souls of men are more precious to the Lord. Especially He was try- 
ing to teach His disciples to cherish those souls that they would be sent out to save. 
(See John 21:1547.) 

From the beginning of the mortal life of Jesus, the purity, faith, firmness, 
steadfastness, and meekness of shepherds and their sheep have been associated with 
His divine mission. We might remember how the Saviour's birth was revealed to 
shepherds "keeping watch over their flock by night"; how they saw and heard a 
"multitude of the heavenly host"; how they went to Bethlehem and saw the Holy 
Child, then "returned, glorifying and praising God " (Luke 2:8-20.) 

What kind of men are shepherds, that God should choose to give them, in 
great manifestation, the announcement that His Only Begotten Son was born? 

"Judaea, indeed," wrote George Adam Smith, "offers as good ground as there 
is in all the East for observing the grandeur of the shepherd's character. . . .With us, 
sheep are often left to themselves; but I do not remember ever to have seen in the 
East a flock of sheep without a shepherd. In such a landscape as Judaea where a 
day's pasture is thinly scattered over an unfenced tract of country, covered with 
delusive paths, still frequented by wild beasts, and rolling off into the desert, the 
man and his character are indispensable. On some high moor, across which at 
night the hyenas howl, when you meet him, sleepless, far-sighted, weather-beaten, 
armed, leaning on his staff, and looking out over his scattered sheep, every one of 
them on his heart, you understand why the shepherd of Judaea sprang to the 
front in his people's history; why they gave his name to their king, and made him 
the symbol of Providence; why Christ took him as the type of self-sacrifice. . . ."i 

1 E. W. Heaton, Everyday Life in Old Testament Times; Charles Scribner's Sons, New York, N.Y., 1956: 
pages 48, 49. 

(Concluded on opposite back of picture.) 




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The Good Herdsman 



THE STORY (Concluded) 

Elder James E. Talmage wrote that there is a difference between "a shepherd 
and a hireHng herder. The one has personal interest in and love for his flock, and 
knows each sheep by name, the other knows them only as a flock, the value of 
which is gaged by number; to the hireling they are only as so many or so much. 
While the shepherd is ready to fight in defense of his own, and if necessary even 
imperil his life for his sheep, the hireling flees when the wolf approaches, leaving 
the way open for the ravening beast to scatter, rend, and kill."^ 

Jesus declared: "I am the good shepherd: the good shepherd giveth his life 
for the sheep." (]ohn 10:11.) 

In His Atonement — when He gave His life — the Lord saved all men from 
necessarily being eternally lost. (See 2 Nephi 9:5, 9.) 

He said again: *'I am the good shepherd, and know my sheep, and am known 
of mine." (John 10:14.) 

In these last days the Good Shepherd searches the world for His lost sheep. He 
has chosen and yet chooses many under-shepherds to assist Him in this "marvelous 
work." He trusts these servants with His voice and commands them to call for the 
sheep. When His lost sheep hear His voice, they recognize it and respond. The 
servants of the Lord help the sheep back to the fold. (See 2 Nephi 27:26; Doctrine 
and Covenants 1:38; 4; 21:1-5.) 



THE PICTURE 

Christen Dalsgaard was born at Skive, Denmark, in 1824 and died in 1907. 

Famous for dramatic paintings of Danish folk life, he painted The Good Herds- 
man in 1864. In this picture he did not have to search for devices, except perhaps 
to establish the rocky terrain which probably resulted in the disability of the sheep 
to return to the fold by itself. This scene is effective; the message of the Lord's 
parable of the ninety and nine is quite powerfully communicated. The work seems 
to be a good contribution to our lives. 

Professor Dalsgaard began to exhibit his art in 1847. Three other much- 
appreciated paintings of his are Seizure for Debt, The Farewell, and Danish Mormon 
Missionary, all on display in a Copenhagen museum. 

The Danish Mormon Missionary was reproduced in The Instructor, September, 
1956, with accompanying article on page 272. Dalsgaard's beautiful work, Mary and 
Martha, was reproduced in May, 1965, issue of The Instructor. 

2 James E. Talmage, Jesus the Christ, 1957 edition; Deseret Book Company, Salt Lake City, Utah; page 417. 

(For Course 1, lesson of October 17, "We Are Learning To Be Kind Everywhere"; for Course la, lesson of 
September 12, "David, the Shepherd Boy"; for Course 5, lesson of September 5, "Am I My Brother's Keeper?"; 
(or Course 9, lesson of September 12, "A Leader Produces Good Fruits"; to support Family Home Evening lessons 
Nos. 19 and 20; and of general interest.) 

LIBRARY FILE REFERENCE: Jesus Christ — Parables. 



m io 




QUEEN 
ESTHER* 



A Flannelboard Story by Marie F. Felt 

In a beautiful palace in a city called Shushan 
lived a king by the name of Ahasuerus. It was a de- 
lightful place to live, but the king wanted one thing 
more. He desired a lovely young woman to be his 
queen. 

Now King Ahasuerus ruled over a large country 
which was bounded by India on one side and Ethi- 
opia on the other. It was divided into 127 provinces 
(divisions). When this matter of choosing a queen 
arose, the king's servants suggested that the king 
appoint officers in each province to find all the fair 
young women and take them to Shushan. For one 
year they would Hve there and be taught and trained 
in the things that a queen should know. At the end 
of that time, they said, "And let the maiden which 
pleaseth the king be queen." (Esther 2:4.) To 
this plan the king agreed. 

In Shushan also lived a man named Mordecai, 
who was a Jew. He had been carried away from 
Jerusalem at the time King Nebuchadnezzar of Bab- 
ylon had defeated the Israelites. With Mordecai 
lived Esther, his uncle's daughter, the fair and beau- 
tiful Esther, whose father and mother were dead. 

"So it came to pass, when the king's . . . decree 
was heard . . . that Esther was brought also unto the 
king's house, tp the custody of Hegai, keeper of the 
women." (Esther 2:8.) He was very kind to her 
and, among other things, he gave her seven women 
to wait on her and placed them in the best rooms 
in the "house of the women." 

At the time Esther went into the palace to live, 
Mordecai asked her not to tell anyone who and what 
her people were. He thought it wise that they should 
not know at this time. Thus her Jewish birth re- 
mained a secret. [End of Scene /.] 

Finally it was time for these young women to 
appear before the king so that he might choose from 
among them. As each one left the house of the 
women, she was given whatsoever she desired to take 
with her, but Esther ". . . required nothing but what 



(For Course 3, lesson of July 25, "We Are Commanded To Pray"; 
for Course 5, lessons of August 29 and September 5, "Pure in Heart" 
and "Am I My Brother's Keeper?"; for Course 9, lesson of August 8, 
"A Leader Has Righteous Friends"; to support Family Home Evening 
Lessons Nos. 18, 20, 25; and of general interest.) 

♦Adapted from Sacred Stories for Children by Marie F. Felt; Des- 
eret Book Company, Salt Lake City, Utah; pages 130-135. Used by 
permission. 



Hegai, . . . the keeper of the women," had given her. 
(Esther 2:15.) 

"So Esther was taken unto King Ahasuerus. . . . 
And the king loved Esther above all the women, . . . 
so that he set the royal crown upon her head, and 
made her queen. . . ." (Esther 2:16, 17.) In cele- 
bration of this, the king ordered a great feast and 
gave gifts to all his many friends who attended. 
[End of Scene //.] 

Among the king's special friends was a man 
named Haman. He pleased the king so well that 
one day the king "advanced him" and placed him 
"above all the princes that were with him. And all 
the king's servants . . . bowed, and reverenced Ha- 
man: for the king had so commanded." (Esther 3: 
1, 2.) 

There was one man, however, who would not bow 
to Haman when he passed. That man was Mordecai. 
He remembered the commandment of God when He 
said, "Thou shalt not bow down thyself to them, nor 
serve them: for I the Lord thy God am a jealous 
God...." (Exodus 20:5.) Mordecai loved God and 
tried to obey Him at all times. When the king's serv- 
ants asked why he did not do as the king command- 
ed, he told them that he was a Jew and that his God 
would not permit him to do this. 

"And when Haman saw that Mordecai bowed 
not, nor did him reverence, then was Haman full of 
wrath." (Esther 3:5.) He decided that he would 
destroy not only Mordecai but all the Jews that 
were in the kingdom of Ahasuerus. In order to do 
this he knew he would have to have the king's per- 
mission, so he planned a very clever way to get it. 
[End of Scene III.'] 

One day Haman told the king, "There is a cer- 
tain people scattered abroad ... in all the provinces 
of thy kingdom" who do not "keep . . . the king's 
laws." He then suggested, "If it please the king, 
let it be written that they may be destroyed." He 
did not tell the king who these people were, nor that 
the law they were not obeying was the law which re- 
quired them to bow to him (Haman). 

Instead of finding out who these people were and 
what they had done, "the king took his ring from his 
hand, and gave it unto Haman . . . the Jews' enemy." 
(Esther 3:8-10.) 

That gave Haman the power to do anything he 
wanted to do. He needed only to put the king's 
seal, made by this ring, on whatever order he wanted 
to give, and the people would have to obey. 

Without further delay, he sent letters "into all 
the king's provinces to destroy, to kill, and to cause 
to perish, all Jews, both young and old, little chil- 
dren and women, in one day. . . ." (Esther 3:13.) 
(Continued on following page.) 



JUNE 1965 



235 



QUEEN ESTHER (Continued from preceding page.) 

It was a cruel and horrible command, and the people 
in Shushan were amazed and greatly disturbed by it. 
[End of Scene IV.] 

Everywhere throughout the kingdom "there was 
great mourning among the Jews, and fasting, and 
weeping, and wailing; and many lay in sackcloth and 
ashes." (Esther 4:3.) 

As soon as Esther's maids and her chamberlain, 
Hatach, came to know of this great sorrow, they told 
her about it. Immediately she thought of Mordecai, 
whom she loved dearly. She wanted to help. 

Then she called for Hatach and "gave him a com- 
mandment to Mordecai, to know what it was, and 
why it was." (Esther 4:5.) 

When Hatach found him, Mordecai "told him of 
all that had happened unto him, and of the sum of 
money that Haman had promised to pay to the 
king's treasuries for the Jews, to destroy them. And 
he gave him the copy of the writing of the decree that 
was given at Shushan to destroy them," that he 
might show it to Esther. He also told Hatach to tell 
Esther that "she should go in unto the king to make 
request before him for her people." (Esther 4:7, 8.) 

Hatach went and told Esther what Mordecai had 
said. 

In turn, Esther sent him another message. In it 
she told him of the law which said that any man or 
woman who came "unto the king into the inner 
court, who is not called, 'should be put to death' ex- 
cept such to whom the king shall hold out the golden 
sceptre." She also told him that she had "not been 
called to come in unto the king these thirty days." 
(Esther 4:11.) 

Esther knew that she must go in and see the king 
to plead with him for her people. She knew also that 
she would need wisdom, strength, and courage, and 
the kindness and blessing of God. She needed also 
the faith and prayers of the other Jews throughout 
the kingdom. 

She therefore sent another message to Mordecai. 
This time it said, "Go, gather together all the Jews 
that are present in Shushan, and fast ye for me, and 
neither eat nor drink three days, night or day: 
I also and my maidens will fast likewise; and so will 
I go in unto the king, which is not according to the 
law: and if I perish, I perish." (Esther 4:16.) 

So Mordecai did as Esther commanded him. 

"Now it came to pass on the third day, that 
Esther put on her royal apparel, and stood in the 
inner court of the king's house . . . and the king sat 
upon his royal throne in the royal house. . . . 

"And it was so, when the king saw Esther the 
queen standing in the court . . . [he] held out to 
Esther the golden sceptre that was in his hand. So 



Esther drew near, and touched the top of the scep- 
tre." (Esther 5:1, 2.) 

Then the king asked her what she would like 
and promised, "It shall be given thee to the half of 
the kingdom." 

But Esther did not want half of the kingdom; not 
even anything for herself. It was for her friends 
and for Mordecai that she had a great favor to ask. 
She therefore invited the king and Haman to come 
to a banquet that she had prepared. [End of Scene 

v.] 

The king and Haman went to the banquet. Again 
the king asked her what favor she would ask, but 
Esther answered that if the king and Haman would 
come again the next night she would tell them. 

The following night as the king and Haman dined 
with the lovely Queen Esther, the king asked her 
once more what it was that she so much wanted. 
She asked that her life and the lives of her people 
be spared. "For we are sold, I and my people, to be 
destroyed, to be slain, and to perish." (Esther 7:4.) 

The king was disturbed when he heard what 
Esther had said. He asked who had done this ter- 
rible thing. 

"And Esther said. The adversary and enemy is 
this wicked Haman. Then Haman was afraid before 
the king and the queen." (Esther 7:6.) The king 
then ordered that Haman be punished in the same 
manner that he had planned for Mordecai. 

The king then sent for Mordecai, ". . . for Esther 
had told what he was unto her. And the king took 
off his ring, which he had taken from Haman, and 
gave it unto Mordecai." (Esther 8:1, 2.) He told 
him to write to the Jews, in the king's name, telling 
the people that the Jews were not to be destroyed as 
Haman had commanded. This Mordecai did, and 
copies of the new orders were sent to every province 
and "published unto all people." (Esther 8:13.) 

"And Mordecai went out from the presence of the 
king in royal apparel of blue and white, and with a 
great crown of gold, and with a garment of fine linen 
and purple: and the city of Shushan rejoiced and 
was glad. . . . 

"And in every province, and in every city, whith- 
ersoever the king's commandment and his decree 
came, the Jews had joy and gladness, a feast and a 
good day." (Esther 8:15-17.) [End of Scene V7.] 

How To Present the Flannelboard Story: 

Characters and Props needed for this Presentation: 

King Ahasuerus. (OT123.) 

Mordecai. (OT124.) 

Esther. (OT125.) 

Haman. (OT126.) 

King's servants, standing. (OT127.) 

King's servants, bowing. (OT128.) 

Royal clothing and crown for Mordecai. (OT129.) 



236 



THE INSTRUCTOR 



Order of Episodes: 

Scene I: 

Scenery: A room in the king's palace at Shushan. 
Action: King Ahasuems (OT123) is seated on his 
throne. His servants are there suggesting the man- 
ner in which the new queen should be chosen. 
(OT127.) Mordecai (OT124) sees that Esther 
(OT125) is brought to the palace. 

Scene II: 

Scenery: Same as Scene I. 

Action: Esther (OT125) is brought before the king. 
(OT123) . She is chosen to be the new queen. 

Scene III: 

Scenery: Same as Scene I. 

Action: Haman (OT126) stands before the king, (OT 
123) who has just commanded that everyone show 
respect to Haman and bow before him. Mordecai 
(OT124) refuses to bow before Haman. Haman in 
anger plots to destroy all Jews in the kingdom. 

Scene IV: 

Scenery: Same as Scene I. 

Action: The King (OT123) is seated on his throne. 

Haman (OT126) is asking for authority to punish 

people who do not keep the king's laws. He gets it; 

then he sends out letters to destroy all the Jews in 

one day. 

Scene V: 

Scenery: Same as Scene I. - 

Action: When all the city and especially Mordecai hear 
the order, they mourn in ashes and sackcloth. De- 
scribe the instructions and advice passing between 
Esther and Mordecai. Esther (OT125) appears 
before the King (OT123) to ask a favor. She in- 
vites the king and Haman (OT126) to dine with her. 

Scene VI: 

Scenery: Same as Scene I. 

Action: The King (OT123) and Haman (OT126) dine 
with Esther (OT125). They are invited to dine 
again the next night with her. At the second dinner, 
she tells of Haman's order and pleads for her peo- 
ple. The king orders that Haman be punished in 
the same manner as Mordecai and the Jews were to 
be punished. The king sends for Mordecai. When 
Mordecai (OT124) appears before the king, he is 
given the position formerly held by Haman. The 
Jews are grateful. Mordecai is a good servant to 
the king. He is given a crown and royal robes. 
(OT129.) 

Library File Reference : Esther. 



Scene I 



Scene II 




Scene III 



Scene IV 




Scene V 



Scene VI 




THE MOPPING OCEAN 

When Mother mops, the kitchen floor 
Is a blue sea from door to door. 
Then we must stay in our chair boats 
While all around brave Mother floats, 
And tells us tales about the sea 
Until she gets to Ann or me. 
Then on she sails to the far wall 
And out into the little hall. 
Some day within a year or so. 
When I have had more time to grow, 
Mother shall sit and sew, and see 
The mopping ocean sailed by — ME! 

— Iris W. Schow. 



"MY WORD OF HONOR" 

My young friends, I have been asked what I 
mean by word of honor. I will tell you. Place me 
behind prison walls — walls of stone ever so high, 
ever so thick, reaching ever so far into the ground 
— there is a possibility that in some way or another 
I may be able to escape; but stand me on the floor 
and draw a chalk line around me and have me give 
my word of honor never to cross it. Can I get out 
of the circle? No, never! I'd die first! ^ 

— Karl G. Maeser. 



^Quoted from an address, "The Importance of Honor," given 
Sept. 30, 1959, by President Ernest L. Willcinson at Brigliam Young 
University. 



JUNE 1965 



237 



Superintendents 




It Takes Money To Run 
a Sunday School 



The Sunday School pays its way. 

The practice has been to collect ten cents from 
each ward or branch member within stakes some- 
time in September of each year. The First Presi- 
dency of the Church has approved and authorized 
this collection. 

The Sunday School pays its own way. This 
applies to the Deseret Sunday School Union General 
Board as well as to each stake Sunday School board. 

On or about July 12, the general secretary, 
Richard E. FoUand, will mail to each stake superin- 
tendent the allotment for each ward or branch in the 
stake based upon ward membership for April, 1965. 

The stake superintendent will send to each ward 
or branch superintendent the amount of this allot- 
ment. This collection is to be completed on Sunday, 
September 19, and sent to the stake superntendent 
on Monday, September 20. In the event that stake 
conference falls on September 19, the collection 
should be finished on September 26 and sent to the 
stake superintendent September 27. 

Each stake superintendent will take 20% of the 
amount collected for expenses of the stake board and 
send 80% to General Secretary Richard E. FoUand at 
79 South State Street, Salt Lake City, Utah, 84111. 

If this collection is properly organized and 
carried out, it will not be burdensome. 

Some wards prefer to give envelopes to ward 
members. For those wards, if the envelopes 
are ordered over the ward bishop's signature, they 
will be furnished by the Deseret Book Company, 
44 East South Temple Street, Salt Lake City, Utah, 
84111; and the General Board will pay half the cost 
at $.35 per hundred. 

The Deseret Sunday School Union 



On December 31, 1964, there were 3,899 Sunday 
Schools in the stakes of the Church with 1,799,563 
members. 

Some wards prefer to take the entire amount 
from the ward budget fund. This is permissible 
provided it has the bishop's approval. 

If the stake superintendency organizes this col- 
lection, gives each ward or branch its allotment to 
be collected, and plans its collection for September 
19, this program will proceed smoothly. If it is 
allowed to drag, there will be no end to the con- 
fusion. — General Superintendent George R. Hill. 



Library File Reference: Sunday Schools — Mormon — Local Leadership. 



OUT IN A DESERT 

(Our Cover) 

We sing, in a popular LDS hymn, "Out in 
the desert they wander, hungry and helpless 
and cold." A desert is an unoccupied region. 
For many souls lacking spiritual qualities of 
the Gospel, a "desert" may not be in a dry, 
barren waste. It may be in a thriving metropo- 
lis or quiet village. It may be by a silver lake 
or bubbling stream. It may be on a towering, 
snow-capped mountain or sandy beach. 

Wherever it is, it can be in the hearts of 
those who are not converted. They need the 
brotherhood of man as a coat to keep them 
warm. Those souls may resemble a Lamanite 
on a horse. Quite often they look just like you 
and me. —Richard E. Scholle. 



(For Course 5, lesson of July 4, "Indians Are Waiting for 
the Gospel"; and of general interest.) 

The cover picture shows Rosie Brown, a Navaho Indian 
girl, riding her pony in Monument Valley, Utcih. 
Library File Reference: Utah — Desert. 



George R. Hill, General Superintendent 

David Lawrence McKay, First Assistant General Superintendent; Lynn S. Richards, Second Assistant General Superintendent; 

Wallace F. Bennett, General Treasurer; Paul B. Tanner, Assistant General Treasurer; Richard E. Folland, General Secretary 

MEMBERS OF THE DESERET SUNDAY SCHOOL UNION BOARD 



George R. Hill 
David L. McKay 
Lynn S. Richards 
Wallace F. Bennett 
Richard E. Folland 
Lucy G. Sperry 
Marie F. Felt 
Gerrit de Jong, Jr. 
Earl J. Glade 
A. William Lund 
Kenneth S. Bennion 
J. Holman Waters 
H. Aldous Dixon 
Leland H. Monson 
Alexander Schreiner 
Loma C. Alder 
A. Parley Bates 



William P. Miller 
Vernon J. LeeMaster 
Glaribel W. Aldous 
Eva May Green 
Melba Glade 
Addie L. Swapp 
W. Lowell Castleton 
Henry Eyring 
Carl J. Christensen 
Hazel F. Young 
Florence S. Allen 
Beth Hooper 
Asahel D. Woodruff 
Frank S. Wise 
Clair W. Johnson 
Delmar H. Dickson 
Clarence Tyndall 



Wallace G. Bennett 
Addie J. Gilmore 
Camille W. Halliday 
Margaret Hopkinson 
Mima Rasband 
Edith M. Nash 
Minnie E. Anderson 
Alva H. Parry 
Bernard S. Walker 
Harold A. Dent 
Paul B. Tanner 
Catherine Bowles 
Raymond B. Holbrook 
Joseph Fielding Smith, Jr. 
Lorin F. Wheelwright 
Fred W. Schwendiman 



Lewis J. Wallace 
Clarence E. Wonnacott 
Lucy Picco 
Arthur D. Browne 
J. Roman Andrus 
Howard S. Bennion 
Herald L. Carlston 
O. Preston Robinson 
Robert F. Gwilliam 
Dale H. West 
Bertrand F. Harrison 
Willis S. Peterson 
Greldon L. Nelson 
Thomas J. Parmley 
Jane L. Hopkinson 
Oliver R. Smith 



G. Robert Ruff 
Anthony I. Bentley 
Mary W. Jensen 
John S. Boyden 
Golden L. Berrett 
Marshall T. Burton 
Edith B. Bauer 
Elmer J. Hartvigsen 
Donna D. Sorensen 
Calvin C. Cook 
A. Hamer Reiser 
Robert M. Cundick 
Clarence L. Madsen 
J. Elliot Cameron 
Bertrand A. Childs 
James R. Tolman 



Richard L. Evans. Howard W. Hunter, Advisers to the General Board 



238 



THE INSTRUCTOR 



Answers to Your Questions 



Memorized Recitations 



Does Stake Super! ntendency Preside? 

Q. When members of the stake 
superintendency visit a ward Sun- 
day School as official visitors, do 
they preside over that Sunday 
School in the same manner that a 
general authority presides at a 
stake quarterly conference? — Yak- 
ima Stake. 

A. No. Members of the Stake 
Sunday School superintendency 
visit as auxiliary advisers. They 
do not preside. 

Classroom Prayer 

Q, Is it appropriate to open 
and close Sunday School classes 
with prayer? — Klamath Stake. 

A. Yes. "The class may be 
opened with prayer. Here is an 
excellent opportunity to teach chil- 
dren the spirit and substance of 
prayer while giving actual praying 
experience." 

"If the Sunday School is to be 
dismissed from classes, care should 
be taken that a closing prayer is 
given in each classroom." 

If Sunday School is dismissed 
from a reassembly, these services 



are closed with a benediction. In 
this event classes may also have 
closing prayer, according to a mu- 
tual agreement between superin- 
tendency and teachers. (See The 
Sunday School Handbook 1964, 
pages 33-35.) 

Changing Class Assignments 

Q. When a student has been 
assigned to a class, is his status 
fixed or may it be changed, if his 
personal traits or change in social 
or school environment indicate 
that he has been assigned to the 
wrong class? — Kearns Stake. 

A. It is hoped that ward super- 
intendents will exercise judgment 
and will make individual adjust- 
ments according to social stand- 
ards as soon as necessity for such 
adjustments becomes evident. 
These changes are permitted and 
suggested by the Handbook. It is 
not required that the child remain 
with the same group until he 
reaches the adult classes. Indi- 
vidual adjustments throughout the 
year are recommended. (See 
Handbook, page 44.) 

— General Superintendency. 



For Aug. 1, 1965 

Scriptures listed below should 
be recited in unison by students 
from Courses 9 and 15 during the 
Sunday School worship service of 
Aug. 1, 1965. These scriptures 
should be memorized during June 
and July. 
Course 9: 

(This verse may be used to sub- 
stantiate the doctrine of baptism 
by complete immersion.) 

"And John also was baptizing 
in Aenon near to Salim, because 
there was much water there: and 
they came, and were baptized." 

—John 3:23. 
Course 15: 

(In these scriptures Luke fore- 
tells the restoration of Gospel.) 

"Repent ye therefore, and be 
converted, that your sins may be 
blotted out, when the times of re- 
freshing shall come from the pres- 
ence of the Lord; And he shall 
send Jesus Christ, which before 
was preached unto you: whom the 
heaven must receive until the 
times of restitution of all things, 
which God hath spoken by the 
mouth of all his holy prophets 
since the world began." 

—Acts 3:19-21. 



'IN REMEMBRANCE OF ME" 



A beautiful poem by Christina Rosetti says, 
"When I am gone, my dearest, sing no sad songs 
for me . . . but if thou wilt remember. . . ." 

So often we voice that same lovely thought! A 
friend said to me the other day, "Remember me in 
your prayers." A mother leaves her children for a 
few hours, and admonishes them: "Remember all I 
have taught you." Dear ones are leaving our city, 
moving to a far place, and they say, "Remember us 
when we are gone." Perhaps childhood friends meet 
in later years, after long separation, and they say, 
"Remember when we did this together?" 

Jesus had come to the final days of His great 
earthly mission. This was the only time He would 
live among men, teach them, and guide them. 

It was the Feast of the Passover, and Jesus knew 
it would be His last supper with His beloved apostles. 
When the supper was over, Jesus talked with His 



Twelve, telling of His great love for them, telling 
them that as He loved them, so His Father loved 
them, and so they should love one another. 

He told them He was going back to His Father, 
and the work of the kingdom would be left in their 
hands. He took bread and broke it and passed it 
to each one. "This do," He said, "in remembrance 
of me." And he took the cup and passed it to them, 
saying again, "This do ye, as often as ye drink of it, 
in remembrance of me." (/ Corinthians 11:24, 25.) 

Jesus was leaving His apostles and disciples. And 
He said, as we would, lovingly, "When I am gone, 
remember me. Remember all I have taught you. 
Remember all we have done and shared and learned 
together. This do, in remembrance of me." 

Is it too much to ask that for a few brief minutes 
each Sunday morning we do remember Him? 

— Mabel Jones Gabbott. 



JUNE 1965 



239 



Second in the Series of Teacher Improvement Articles on ''Jesus, the Master Teacher" 

JESUS LOVED PEOPLE 



by Lowell L. Bennion 



In the first article in this series, we noted that 
Jesus taught the Gospel to meet specific needs of 
His hearers, even as a physician adapts his treatment 
to the condition of his patient. The impact of the 
Saviour's words was further enhanced because many 
of His listeners felt His love for them. 

The love of Christ is a common theme, so com- 
mon that it is often overlooked or passed by lightly. 
But anyone who teaches the Gospel of Jesus Christ 
needs to increase his knowledge of and his capacity 
to live its most basic teaching. Without love, 
teachers in the Church are as "sounding brass or a 
tinkhng cymbal." 

The Meaning of Love 

The word "love" is used freely and loosely. 
People love almost everything — food, clothes, 
movies, pets, mothers, and even the Lord, Himself. 
For our purpose, let us restrict love to a feeling we 
have for persons, substituting "like" for things. 

Even with this delimitation, love covers a variety 
of human relationships: romance, friendship, family 
love. Christian love, to name only the most common. 
When Jesus describes love, He is not referring to all 
kinds. His was a special kind. A brief reference to 
several will make His type more meaningful. Ro- 
mantic love, which receives so much emphasis in 
western civilization, has its upique values; under 
its spell, the world is far more beautiful than without 
it. The lover idealizes almost everything. He lives 
with hope and high expectation. Romantic love, in 
the absence of friendship and brotherly love, may 
also be fickle, selfish, possessive, mere infatuation 
based on physical attraction. Friendship is more 
stable and broadly based than romantic love. Real 
friends have many interests in common, delight in 
each other's personalities, feel loyalty, trust and re- 
spect, and share a sense of freedom and confidenti- 
ality. Family love varies in quahty and character 
with each member of the family. In a child it may 
be a mixture of selfish and selfless feeling, whereas 
in a mother it may approximate divine love. 

Jesus taught us to love one another as brothers. 
His kind of love is outgoing, centered in others; it is 



a deep concern for the well-being and happiness of 
another human being. His love is impartial, in- 
tended for each and every person, even those we 
dishke, even our enemies. 

Ye have heard that it hath been said, Thou shalt 
love thy neighbour, and hate thine enemy. 

But I say unto you, Love your enemies, bless 
them that curse you, do good to them that hate you, 
and pray for them which despitefully use you, and 
persecute you; 

That ye may be the children of your Father 
which is in heaven: for he maketh his sun to rise on 
the evil and on the good, and sendeth rain on the 
just and on the unjust. (Matthew 5:43-45.) 

It is only when we love our enemies that we can 
perhaps be sure that we have true Christian love, 
because this kind of love is not merited and need not 
be reciprocated to endure. Romantic and friendship 
types of love crave response and cultivation, but 
Christian love nourishes itself. It is the fruit of a 
loving heart, freely and spontaneously given whether 
the recipient is appreciative, responsive, deserving or 
not. 

Jesus seemed to be especially compassionate 
towards the poor, the sinner, the afflicted, and the 
disadvantaged found in the multitudes who followed 
Him. He healed them and stilled their hunger for 
food and hope. Jesus said, 

. . . They that are whole have no need of the phy- 
sician, but they that are sick: I came not to call 
the righteous, but sinners to repentance, (Mark 
2:17.) 

. . . / came not to be ministered unto, but 
to minister. . . . (Matthew 20:28.) 

He began His ministry by quoting Isaiah, 

The Spirit of the Lord is upon me, because he 
hath anointed me to preach the gospel to the poor; 
he hath sent me to heal the brokenhearted, to preach 
deliverance to the captives, and recovering of sight 
to the blind, to set at liberty them that are bruised. 
(Luke 4: 18. See also Isaiah 61: 1.) 

And among His last words on the cross were 
those of comfort to a thief and forgiveness to those 
who crucified Hinu 



240 



THE INSTRUCTOR 




Painting by Carl Bloch. 

Love in Teaching 

How can a teacher show love for his students? 
He must look into his own heart and judge his 
feeling for others. How interested are we in 
others? How much compassion do we feel for each 
person in the class, particularly for the nonconform- 
ist, the disturber, the indifferent, "the enemy" to 
our success as a teacher? 

Jesus was not judgmental. In other words, He 
understood people instead of judging them: "Go 
thy way and sin no more" — "Thy faith hath made 
thee whole," "Thy sins be forgiven thee." 

He taught us to "judge not, that ye be not 
judged." The loving teacher, like the Master, sees 
good in each student and builds on that strength. 
He doesn't divide his class into categories such as 
good and bad. Each student is interesting, a chal- 
lenge, likeable for some reason, lovable without 
any reason. 

The Saviour's way was not always gentle and 
kind. On occasion He talked sharply and critically. 



Then there were brought unto him little children, that, 
he should put his hands on them, and pray: and the dis- 
ciples rebuked them. 

But Jesus said. Suffer little children, and forbid them 
not, to come unto me: for of such is the kingdom of heaven. 

—Matthew 20:13, 14. 



He had little patience with self-righteousness or de- 
ception. Even beloved Peter felt the lash of the 
Saviour's remark: "Get thee behind me, Satan," be- 
cause Peter had innocently sought to dissuade Jesus 
from His redeeming mission. (See Matthew 16:21- 
23.) 

A teacher can be loving and at the same time 
firm, "Reproving betimes with sharpness, when 
moved upon by the Holy Ghost; and then showing 
forth afterwards an increase of love toward him 
whom thou hast reproved, lest he esteem thee to be 
his enemy." (Doctrine and Covenants 121:43.) 

Learning To Love Students 

Question: 

How can a teacher increase his love for students? 

(1) A wise teacher, T. V. Smith, said, "Woe 
unto the neighbor of a man who loves his neighbor 
as himself, if he hates himself," The truth is, our 
treatment of others is a reflection of our feelings 
towards self. Teachers are human. If their own level 
of self-esteem is low, they are easily hurt and antag- 
onized by their students. Teen-agers, who have not 
yet established their self-identity, who often have 
changeable and difficult relationships with others, 
illustrate this point. A teacher who would have love 
to give, must first accept himself, enjoy life, live it 
productively and creatively — be a spring full to 
overflowing or "a tree full with blossoms in the 
spring." 

(2) The Nephites achieved a state of peace for 
two hundred years "because of the love of God which 
did dwell in the hearts of people." (4 Nephi 1:15.) 
Each of us who teaches the Gospel might examine 
his own love of God. Is it large enough to encom- 
pass all of the Father's children, and all of their 
doings in the classroom? 

(3) The sacramental prayer encourages us to 
always remember Jesus, to take His name upon us, 
to keep His commandments that we might have His 
spirit to be with us — the Spirit of love — our deepest 
need in teaching His Gospel. 



Library File Reference: Teachers and teaching. 



JUNE 1965 



241 



The Lord Is My Rock 

Senior Sunday School Hymn for the Month of August 




Hymn: "O Thou Rock of Our Sal- 
vation"; author, Joseph L. Townsend; 
composer, William Clayson; Hymns — 
Church of Jesus Christ of Latter-day 
Saints, No. 130. 

David was known as "the sweet 
psalmist of Israel." He is positive- 
ly credited with the authorship of 
73 of the psalms in the Old Testa- 
ment. These writings constitute 
the most exalted and elevated 
poetry found in literature. 

An additional psalm, a beautiful 
one, is recorded in // Samuel: 

And David spake unto the Lord 
the words of this song in the day 
that the Lord had delivered him 
out of the hand of all his enemies, 
and out of the hand of Saul. And 
he said, The Lord is my rock, and 
my fortress, and my deliverer; The 
God of my rock; in him will I 
trust; he is my shield, and the 
horn of my salvation, my high 
tower, and my refuge, my saviour; 
thou savest me from violence. . . . 
The Lord liveth; and blessed be 
my rock; and exalted be the God 
of the rock of my salvation. {II 
Samuel 22:1-3, 47.) 

With this sublime poetry in 
mind, our own friend and brother, 
Joseph L. Townsend, druggist and 
mercantile businessman in Payson, 
Utah, wrote the hymn which we 
now practise. As we thumb 
through our hymnbook, we find 
that he has written a large number 
of hymns, all of which are in our 
common repertoire and often used 
because of their splendid quality. 

William Clayson, the composer, 
wrote music to six of Brother 
Townsend's hymns. He came from 
Irchester Branch of the Church in 
England and settled in Payson, 
Utah, where he became associated 



with Brother Townsend in the pro- 
duction of new hymns for the Lat- 
ter-day Saints. Both were trained 
men, as the high quaHty of their 
work clearly shows. 

The author clearly had in mind 
that it is Jesus, the Christ, who 
is the author and rock of our sal- 
vation. Paul said: "And being 
made perfect, he became the au- 
thor of eternal salvation unto all 
them that obey him." (Hebrews 
5:9.) And to the Corinthians he 
wrote: ". . . [Our Fathers] drank 
of that spiritual Rock that followed 
them: and that Rock was Christ." 
(7 Corinthians 10:4.) 

To the Chorister and Organist: 

This hymn is well known among 
us. Would we care to know it a 
little better? Can the organist play 
it from memory? Can the chorister 
give us the opening words of each 
of the four stanzas? Can our people 
sing as much as the first stanza 
without the book? Can they do it 
confidently? Can the chorister 
keep the tempo steady? Can the 
chorister strike very close to the 
recommended tempo of 84 beats 
per minute? Have you tried doing 
this in preparation meeting and 
had someone else check your per- 
formance with a metronome or the 
second-hand of a watch? In this 
latter area, much improvement is 
in order. 

Excellence is achieved gradually 
through faithful attendance to 
many details. However, striving 
for excellence is sometimes under- 
taken in a rather negative attitude, 
that is, in being critical of non- 
essentials and driving others into a 



nervous performance. Such proce- 
dure is sometimes cloaked with 
the expression of "perfectionism" 
— but the procedure is not en- 
joyed, and the desired results are 
not attained. 

The better, more positive way 
is to maintain a happy procedure. 
We let people sing a whole stanza 
without interrupting them. We are 
polite, considerate, and we present 
our case for the desired improve- 
ments in such an optimistic spirit 
that everyone is pleased and will 
become happy and eager in the 
project of striving for excellence. 

It is obviously not easy to be a 
perfect leader of congregational 
singing, nor to be a perfect organ- 
ist, nor a perfect Saint. But we are 
on our way. Keep in mind, "every 
day the prospect's fairer, while 
we're battling for the truth." 

— Alexander Schreiner. 

August Sacrament Gems 

Senior Sunday School 
". . . If ye do always remember 
me ye shall have my Spirit to be 
with you."^ 

33 Nepfii 18:7. 

Junior Sunday School 
Jesus said: "... My house is 
the house of prayer. . . ."^ 

2Lwfce 19:46. 

IT BEGAN IN 1877 

On July 11, 1877, a circular signed 
by President Brigham Young and his 
counselors, John W. Young and Daniel 
H. Wells, read as follows: 

"In order that children may have the 
opportunity to partake of the sacra- 
ment, and be taught the value and im- 
portance of that ordinance, we desire 
the bishops and their counselors in the 
various wards to adrninister the sacra- 
ment every Sunday morning in the Sun- 
day Schools." 



242 



THE INSTRUCTOR 



Junior Sunday School Hymn for the Month of August 



Hymn: "Jesus Is Our Loving 
Friend"; author Anna Johnson; com- 
poser, Alexander Schreiner; The Chil- 
dren Sing, No. 21. 

As we teach this hymn, we 
might choose to begin by telUng 
the children that it makes no dif- 
ference whether we are yoxmg or 
old, each one of us is seeking for 
happiness. In Junior Sunday 
School classes, we teach that Jesus 
is the Lord of this earth and that 
He wants us to be happy. We also 
teach that He wants us to be hap- 
py not only in this life, but also in 
the life to come, and that life lasts 
through all eternity. 

Because the Saviour loves each 
one of us very much, He came to 
earth to teach us how to live, so 
that we might have the opportun- 
ity of finding this lasting joy and 
happiness we all desire. So just as 
the words of this hymn tell us, 
Jesus is indeed our loving friend. 
These are the thoughts we might 
begin with as we introduce this 
hymn to the children. 

To the Chorister: 

In Senior Sunday School the 
congregation have hymnbooks so 
they can follow the words and mel- 
ody. But very few children in 



Junior Sunday School can read 
well enough to understand the 
words, and they certainly are not 
able to follow the melodic line of 
the hymns they are taught. Thus, 
it is useless to let children hold 
copies of The Children Sing. In 
fact holding books creates prob- 
lems that detract from the sweet 
reverence of the worship service. 

To teach children a new hymn, 
it is important that the chorister 
introduce it by singing it to them. 
This keeps the words and music 
together. A number of studies 
have revealed that children leam 
new songs much faster if both 
words and music are presented to 
them at the same time, rather than 
separating them by having the 
words repeated over and over in an 
effort to memorize them. 

As we teach this hymn, we 
should direct with the interval beat 
pattern so that we help young 
children to know which way their 
voices should move. When we use 
this beat pattern, as the melody 
moves up or down, the hand also 
moves up or down; or if tones are 
repeated, then the hand stays in 
the same position. This way we 
are able to indicate the direction 



Organ Music To Accompany August Sacrament Gems 



Andante 



Robert M. Cundick 




of the melody. This method has a 
lot of meaning for children, be- 
cause it also tells them when to 
move from one tone to another; 
and this gives them a feeling of 
security. 

"Jesus Is Our Loving Friend" 
has an appealing melody and 
rhythm and will be learned very 
quickly. The words with their 
sweet simplicity certainly contain 
an important message for all of us. 
This selection will also support the 
teachings given in Unit II of the 
Family Home Evening Manual 

To the Organist: 

The chorister will probably find 
it desirable to teach this hymn 
without accompaniment until chil- 
dren are quite familiar with it. 
When accompaniment is added, it 
should be played softly to avoid 
drowning out the light, sweet 
voices of the children. 

Few of us, as organists, realize 
just how important our calling is. 
Children are greatly influenced by 
the type of music they hear, and 
we are the ones who provide the 
setting for the worship service. We 
have it in our power to add so very 
much to the desired reverence of 
the meeting by the appropriate- 
ness of the music we select. The 
prelude we choose can mar the 
setting for the Sunday School serv- 
ice if it is played too fast or too 
slow. To avoid this, we need to 
think about the music we are play- 
ing and the purpose for which we 
are playing it; this will help us feel 
and achieve the mood we desire. 

If we follow the instrumental 
music recommended on page 8 of 
A Guide for Choristers and Organ- 
ists in Junior Sunday School, pub- 
lished in 1962, we will have no dif- 
ficulty in selecting music that will 
be appropriate. 

— Edith M, Nash, 



JUNE 1965 



243 



CtLurcli 

Music 

Brings Us 

Closer 

to God 



by Robert M. Cundick* 

Since music constitutes a large 
and important part of our Church 
services, it is essential that its 
function and purpose be clearly 
understood. 

Music during the services cen- 
ters around hymn singing. And the 
singing of hymns presents oppor- 
tunities for all members of the con- 
gregation to participate actively in 
the services. 

The musician's function is to 
make this singing as rewarding 
as possible for the congregation 
through careful selection of appro- 
priate hymns, agreeable tempos, 
and faultless playing and direct- 
ing. 

This means that adequate prep- 
aration is essential for all faithful 
Church musicians. The Lord, as 
well as the congregation, deserves 
our finest efforts. 

Let us always practice our music 
for each succeeding service with 
care. No musician ever becomes so 
competent that further improve- 
ment cannot be made. If we are to 
do our best, it is important that 

* During General Conference of the Church 
last April, Brother Eobert M. Cundick was 
appointed "Tabernacle organist," succeeding 
Brother Frank W. Asper. Brother Cundick is 
a member of the Deseret Sunday School 
Union General Board. He is also an assistant 
professor of music at Brigham Young Uni- 
versity. He has served as Hyde Park Chapel 
organist in London. He obtained his B.F.A., 
M.F.A., and Ph.D. degrees from the Univer- 
sity of Utah. His wife is the former Char- 
lotte Clark. They have five children, three 
boys and two girls. 




The musician's function is to make music rewarding for all through careful 

selection of sacred music and through practiced performance. Sister Eva Mae 
Bettridge has been organist of North 17th Ward (Salt Lake City) for 18 years. 



we always select music well with- 
in the limits of our capabilities. 

Church hymns have but one pur- 
pose, to bring us closer to our 
Father in heaven. In addition to 
perfect performance, the ward or- 
ganist helps to accomplish this 
purpose by selecting prelude and 
postlude music which is conducive 
to reverence and worship. Thus 
religious music generally provides 
a proper background for worship 
rather than being the focus of at- 
tention in the services. 

Music then is a means to wor- 
ship rather than being an end in 
itself or for musical enjoyment 
alone. While this enjoyment does 
occur, it is a secondary rather than 
a prime purpose for the music. 
This means that musicians need to 
avoid music which calls attention 
to itself by its concert qualities. 
Church services are not a place for 
indulging in displays of musical 
techniques. 

Let us also guard against music 
that has associations foreign to the 
Church. This includes all music 
which possesses words or stories 
that are irreligious in intent. One 
might argue that such music, con- 
sidered apart from its words or 
stories, could be most appropriate; 
but, in fact, there is the ever-pres- 
ent danger that the listener will 



find his thoughts drawn away from 
worship by these extra-musical as- 
sociations. The clear distinction 
made by the great composers of 
the past between their sacred and 
secular styles of composition is 
most apparent to even the casual 
listener. 

Since music in the Church is 
only justified inasmuch as it en- 
hances our worship, it is apparent 
that it must not be displeasing to 
the congregation. This forms a ma- 
jor source of contention in those 
cases where the Church musician's 
musical standards are much higher 
than those of the congregation. 

In such cases the musician 
should exercise proper restraint 
and judgment in gently leading 
the congregation to an ever deep- 
ening knowledge of meaningful 
music. If the worshiper becomes 
irritated by the music, the musi- 
cian has failed in his purpose. 

With a constant attitude of 
prayer and humility and an unsel- 
fish dedication to reverence and 
excellence, our Latter-day Saint 
musicians will triumph in the chal- 
lenge of providing appropriate mu- 
sic for their creator. Music's con- 
tribution to the Church service is 
of inestimable worth, and the re- 
wards of our musicians are corre- 
spondingly great. 



944 



THE INSTRUCTOR 



THE HISTORY 
OF FAMILY HOME EVENING 



by General Superintendent George R. Hill 



The most frequent reference in sermons and 
writings of presidents of the Church concerns itself 
with rehgious training of children in the home. 
President Brigham Young set a wonderful example 
in this regard. Promptly at seven o'clock each 
evening, no matter how pressing other business 
might be, he rang a bell three times for his families 
to assemble for family prayer in the Lion House. 
This was followed by singing and a discussion of a 
variety of religious topics by the children, with fre- 
quently a mother's or his own comment. 

From two to five times a year, in his column 
"Editorial Thoughts" in The Juvenile Instructor, 
from its first publication in 1866, General Super- 
intendent George Q. Cannon dwelt on the problem 
closest to his heart, the faith of our precious children 
and its development in the home and in Sunday 
School. 

The parents' class in Sunday School, organized 
Church-wide in 1906 after experiments in Weber 
Stake, was primarily to show parents what to teach 
and how to teach boys and girls in the home, sup- 
plemented by their teaching in Sunday School. 

With the appointment of David 0. McKay and 
Stephen L Richards to the general board of the Sun- 
day School, parents' class work in the training of 
children at home as well as in Sunday School was 
intensified. The Juvenile Instructor from 1906 till 
1928 is replete with suggestions, helps, and special 
articles along this hne. 

On April 27, 1915, a letter was written to presi- 
dents of stakes, bishops, and parents in Zion signed 
by President Joseph F. Smith, who was also General 
Superintendent of the Deseret Sunday School Union, 
and by his counselors, formally estabhshing "Family 
Home Evening." After quoting the Doctrine and 
Covenants 68:25-28, they said: "These revelations 
apply with great force to the Latter-day Saints, and 
it is required of fathers and mothers in this Church 
that these commandments shall be taught and 
applied in their homes. 

"To this end we advise and urge the inauguration 
of a 'Home Evening' throughout the Church, at 
which time fathers and mothers may gather their 



boys and girls about them in the home and teach 
them the word of the Lord. . . . 

"We further request that all the officers of the 
auxiliary organizations throughout the Church sup- 
port this movement and encourage the young people 
to remain at home that evening, and use their 
energies in making it instructive, profitable, and 
interesting." 

In 1946 the scope of "Family Home Evening" 
was broadened, hopefully to bring in more families, 
under the caption, "The Family Hour," which all 
auxiliary boards and stake and ward priesthood 
authorities are supporting. 

The parents' class in Sunday School was inter- 
rupted when the Priesthood Sunday School came 
into being in 1928. The plan of conducting priest- 
hood meeting in connection with Sunday School 
was discontinued January 1, 1938. 

Under the inspiration of Superintendent Milton 
Bennion the parents' class was again activated in 
1949 under the caption, "Family Relations Depart- 
ment." In 1950 this department studied the 
manual, Parent and Child. In 1956-1957 the Parent 
and Youth manual showed the way for parents to 
direct religious education problems in the home. We 
hope every Sunday School throughout the Church 
is offering these courses. 

The Instructor, which should be in every home, 
is aiding the "Family Home Evening" program with 
supplementary articles, pictures, visual aids, and 
songs to assist the busy father and mother with con- 
crete suggestions. 

President McKay has written, "God is guiding 
this Church. Be true to it. Be true to your families, 
loyal to them. Protect your children. Guide them, 
not arbitrarily, but through the kind example of a 
father, a loving mother, and so contribute to the 
strength of the Church by magnifying your priest- 
hood in your home and in your Hves." 

"Train up a child in the way he should go," said 
the wise Solomon, "and when he is old, he will not 
depart from it." {Proverbs 22:6.) 



Librarjr File Reference : Family Home Evening. 



JUNE 1965 



245 



A Visit to Temple Square 



by Wallace G. Bennett 



"Where are the plates from which the Book of 
Mormon was translated?" "Can we see them?" "How 
is your president chosen?" "How do you prepare your 
young people for missionary service?" "How is your 
Church financed?" "How do you get your people so 
active and involved in church work?" "What is that 
tree over there?" "Can we go into the temple?" 
"How many Mormons are there?" "Can you help me 
find a Mormon Church in my home town?" 

These are a few of the invariably courteous ques- 
tions asked of guides on Temple Square in Salt Lake 
City, where The Church of Jesus Christ of Latter- 
day Saints has one of its greatest missionary oppor- 
tunities. The influence of the information, good- 
will, and inspiration which are disseminated here is 
felt throughout the city — and throughout the world. 
Many people have told missionaries at their doors 
that they first learned about Mormonism on Temple 
Square. 

The opportunity to serve as a guide in the Temple 
Square Mission is one long hoped for, humbUng and 
inspiring as it unfolds, and always to be cherished. 
We learn much in exchange from people who come 
there; we love to bear testimony regularly to the 
truthfulness of the work. 

The Temple Square Mission is presided over by 
Elder Richard L, Evans, with Elder Marion D. Hanks 
and Elder Robert McKay serving as counselors, and 
Elder Russell Harris as coordinator. Within the 
policies and instructions established by these breth- 
ren, guides are given wide latitude to present the 
message of the Restored Gospel of Jesus Christ, the 
mission of the Church, and the significance of the 
historical and interesting buildings and monuments 
of Temple Square as they see fit. A guided tour 
begins every 20 minutes throughout the day in the 
summer; every 30 minutes each day during the re- 
mainder of the year, and lasts one hour. Over one 
million visitors come to Temple Square each year, 
most of them between June and September. There 



(For Course 7, lesson of August 22, "Buildings on Temple 
Square"; for Course 11, lesson of August 29, "A Visit to. Temple 
Square"; and of general interest.) 



are 108 regular guides now serving throughout the 
year; about 200 guides are needed during the sum- 
mer months. 

First stop on the tour is the Seagull Monument. 
Here we tell the story of how God sent seagulls in 
the spring of 1848 to save the crops of the anxious 
pioneers from crickets. We explain that this inci- 
dent illustrates that God hears and answers the 
prayers of those who seek Him in faith. We quote 
the inscription on the north side of the Monument 
which reads, "Erected in grateful remembrance of 
the mercy of God to the Mormon Pioneers." 

The monument to the handcart pioneers, show- 
ing a pioneer family in the 1850's wearily but hero- 
ically pulling and pushing a handcart, is also ex- 
plained. These handcart pioneers trudged 10 to 15 
miles a day on their 1,300-mile trek to the Salt Lake 
Valley. Visitors often wonder aloud how the people 
did it. I have a particularly reverent feeling toward 
what this monument represents whenever I return 
from a business trip to either the east coast — five 
hours by jet plane; or California — 1 1/^ hours by jet. 

The Assembly Hall is next. Here the guide in- 
troduces himself, and visitors are invited to introduce 
themselves if the crowd is not too large. Size of the 
crowd varies from one or two people to several hun- 
dred. In one group were two families from the same 
Texas city who had never met. Visitors come from 
all over the United States and often from other 
countries. In the Assembly Hall we explain the sig- 
nificance of the proper name of the Church, some- 
thing about the restoration of the Gospel, and why 
we are called Mormons. Questions are invited. 

Many people come to Salt Lake City to visit the 
Tabernacle. Sitting in that historic structure, listen- 
ing to the pin dropping and other parts of the acous- 
tical demonstration; hearing the recording of the 
Tabernacle Choir and organ; and observing the many 
outstanding features of the unique building, are 
among the highUghts of the tour. Many visitors have 
heard broadcasts of the Tabernacle Choir or heard 
its concerts when the famed group has been on tour. 
Many visitors come back for the daily organ recital. 



246 



THE INSTRUCTOR 




First stop on the tour is the Seagull Monument. Here we 
tell the story of how God sent seagulls in the spring of 
1848 to save the crops of the pioneers from crickets. 



During summer months guests at these recitals num- 
ber thousands daily. A favorite Mormon hymn is 
included on each recital program. 

We tell our visitors in the Tabernacle the history 
of the building and the organ. Frequently we have 
the chance to discuss distinctive features of the 
Church program such as missionary work and the 
welfare program. After one welfare discussion, a 
visitor told the group he was from Sacramento, Cali- 
fornia, and was familiar with the help the welfare 
program had given to residents of that area after 
severe floods there several years ago. 

Standing by the temple, the group is told what 
members are required to do in order to enter that 
sacred building, and briefly something about the 
ordinances which take place there. Many recent 
visitors have been through the Los Angeles or Oak- 
land Temple, prior to dedication, and some are fami- 
liar with other temples. People who are genuinely 
in love are intrigued by the thought that a church 
would offer its members eternal marriage, as stated 
in the ceremony performed in any of its temples. 

Tours end in the "Presidents' Room" of the Bu- 
reau-Museum, where hang pictures of the nine 
men who have presided over the Church in this 
dispensation. Here we tell how the Church began 
and bear testimony of its truthfulness. Literature is 
distributed and often people buy a Book of Mormon. 
Individual questions are answered. "I know what 
you say is true," a woman said one day, as she 
accepted some literature. 

During this short visit to Temple Square, we have 
not stopped at every spot we normally visit, nor cov- 
ered all the points in our presentation. Each guide's 
presentation is different. But we hope you see why 
going there each week is a highlight of our schedule, 
which we look forward to eagerly and appreciate im- 
mensely. 

Library File Reference : Temple Square. 



JUNE 1965 



247 



A PRACTICAL 
RELIGION 

by Gordon T. Allred* 

A century has now passed since President Lor- 
enzo Snow launched a series of co-operative enter- 
prises which marked the beginning of home industry 
for the Latter-day Saints. Included in the under- 
taking was a tannery, woolen mill, a dairy and cattle 
herds, factories for the manufacturing of hats, pot- 
tery, brooms, brushes, and molasses plus faciUties for 
wood burning and planing. Shingle and saw mills 
were established, along with blacksmith, furniture 
and tailoring operations, a wagon and carriage re- 
pair shop, and a cotton farm, "Many of our young 
men and boys are now learning trades," President 
Snow stated with justifiable pride, "their parents 
being highly pleased that they are being furnished 
employment at home rather than going abroad, sub- 
ject to contracting bad habits and morals."^ 

This noteworthy accomplishment of Lorenzo 
Snow and his brethren is typical of the realistic and 
practical approach to life which has characterized 
the Saints ever since they drained swamplands to 
build Nauvoo, the Beautiful, then later struggled to 
make the desert "blossom as the rose." 

Today the Church administers a vast welfare 
program for the "temporal care" of its needy, en- 
gages in important business undertakings, preaches 
physical health through the "Word of Wisdom," and 
through its MIA conducts the finest social and cul- 
tural program for young people the world has known. 

Because of its success, however, the Church's 
attitude toward practical day-to-day living has been 
distorted by some people who accuse Mormons of 
being "too materially minded." The accusation, 
however, is not universal. In contrast are claims 
from certain quarters that we are "too other-world- 
ly." As a Protestant minister once commented, "You 
Mormons are always worrying about getting blessings 
in the next life, talking about getting to the highest 
glory, becoming gods, and all that sort of thing." 



(For Course 13, lesson of August 22, "Practical Religion"; for 
Course 17, lesson of August 29, "The Church— Its Nature and Place"; 
for Course 25, lessons of July 18 and 25, "Religion and Life"; for 
Course 29, lesson of August 29, "Why Is Man Here?" and of general 

*Gordon T. Allred received his B.S. and M.S. degrees in journal- 
ism from the University of Utah. He has done graduate work in the 
same field at Northwestern University. He is a creative and special- 
ized writing instructor at Weber State College in Ogden, Utah. He 
has authored several books and magazine articles and stories. He and 
his wife, Sharon, have six children. 



Thus it would seem at times that "we can't win 
for losing," that the only way to satisfy all our critics 
is to become both impractical and near-sighted. To 
members who live and study our religion, however, 
such comments from either extreme are not very dis- 
turbing. For, in reahty, the Gospel of Jesus Christ 
is a harmonious blending of the so-called temporal 
and the spiritual. The view is well summarized in a 
statement attributed to Count Leo Tolstoi, the great 
Russian author, statesman, and philosopher, as made 
to a former U. S. Foreign Minister to Russia: 

The Mormon people teach . . . not only of Heaven 
and its attendant glories, but how to live so that their 
social and economic relations with each other are 
placed on a sound basis. If the people follow the 
teachings of this Church, nothing can stop their prog- 
ress — it will be limitless.^ 

Properly understood, the Gospel cannot actually 
be dissected into the practical here-and-now on the 
one hand and some remote idealized future on the 
other. The Lord has, in fact, informed us that "all 
things unto me are spiritual, and not at any time 
have I given unto you a law which was temporal." 
(Doctrine and Covenants 29:34.) We are living in 
the midst of eternity at this very moment. Never- 
theless, Mormon doctrine cannot escape practicality 
because it teaches that we are now the result of an 
unending sequence of thoughts, choices, and actions 
extending into our premortal existence. Conversely, 
what we do now will affect our future, be it a minute 
hence or an eon. 

Let us briefly consider the whole matter in re- 
lationship to our loftiest eternal goal. "As man now 
is, God once was. As God now is, man may become."^' 
This inspired utterance by President Lorenzo Snow 
summarizes the most important knowledge ever im- 
parted regarding man's ultimate possibilities. And 
strange though it may sound to some, this objective, 
seemingly so remote and profound, may well have 
greater impact on our practical daily actions than 
anything else. 

Consider in the most general terms what man 
must learn and do actually to become a god. Dr. 
Nels Nelson has stated it this way: 

To know God is to have adequate notions of His 
personality, in say, five different aspects: physically, 
intellectually, socially, morally, and spiritually. . . . 

// a man would have the noblest ideal of God's 
physical personality let him master all that is known 
of physiology and hygiene — and conform his own life 



iPreston Nibley, The Presidents of The Church; Deseret Book 
Company, Salt Lake City, Utah, 1941; page 194. 

^LeGrand Richards, A Marvelous Work and a Wonder; Deseret 
Book Company, Salt Lake City, Utah, 1950; pages 435, 436. 

sPreston Nibley, The Presidents of The Church; Deseret Book 
Company, Salt Lake City, Utah, 1941; page 179. 



248 



THE INSTRUCTOR 



thereto; if he would realize His intellectual person- 
ality let him become familiar with the elements of 
intellect in man, then calculate what must be the 
Intellect that could create and control a solar system, 
with all the myriad forms of life and being therein 
manifested; if he would know God's soieial person- 
ality, let him study sociology, determine what quali- 
ties in man lead to love and harmony: in the home, 
in the state, in the nation, in the world — and then 
consider that God has so mastered these laws that 
heaven (ideal social harmony) is His eternal habi- 
tat; and so of God's moral and spiritual personalities: 
to the extent that man discovers and lives moral and 
spiritual law — to that extent he will know God.^ 

It can clearly be seen that Latter-day Saints do 
not believe it is sufficient merely to be baptized, and 
then sit back and talk theory. Nor is the teaching 
of some churches satisfactory which states in effect 



*Nels L. Nelson, Scientific Aspects of Mormonism; C. P. Putnam's 
Sons, New York, N.Y., 1904; page 19. 



that, "Yesterday 1 was a sinner, but today I am 
saved." No. For members of the Church salvation 
is an unending climb upward, not a static condition 
which is nothing more than damnation. 

In the light of our doctrine regarding man's eter- 
nal potential and opportunities, the immediate "prac- 
tical" goals, whatever they may be — planning for the 
right food at the right time, for the morning to come, 
scheduling our studies and working at them diligent- 
ly, preparing for emergencies, for times of fun and 
relaxation, for vocations, for retirement — all take on 
a new luster, greater significance. Why? Because 
they are now viewed in context — not as fragments, 
but rather in their relationship to the whole eternal 
program. Our labors of today, call them spiritual 
or temporal, are stepping-stones to the great life 
ahead. 



Library File Reference; Mormon and Mormonism. 



Duallstlc Doctrines 

(Jesus Chris fs vs Satan sj 



Foreerdi nation 

Fore — A prefix denoting before, either in position 
or time; beforehand; as, /oreordain. 

Ordain — (v.t.) 1. To establish by appointment, 
decree, or law. 2. (Ecclesiastical) Td invest with min- 
isterial functions. 

Foreordain — (v.t.) To appoint in advance; to 
otdain beforehand. 

"The doctrine of foreordination, or election as it 
is also called, appears to me to be set forth in scrip- 
ture for the purpose of showing us that God acts in- 
dependently of human advice to bring about His 
objectives and carry out His plans for the benefit of 
aU."i 

The Prophet Joseph Smith said, "Every man who 
has a calling to minister to the inhabitants of the 
world was ordained to that very purpose in the 
Grand Council of heaven before this world was."^ 

(For Course 29, lessons of August 1 and October 10. "Road to 
Salvation and Exaltation" and "Predestination and Foreordination"; 
of general interest to Courses 13 and 17; and to support Family Home 
Evening lesson No. 13.) 

ij. M. Sjodahl, Church Historian's Office, as quoted in James E. 
Talmage, Articles oj Faith; The Church of Jesus Christ of Latter-day 
Saints, Salt Lake City, Utah, 1949; page 490, appendix 10:2. 

^See Joseph Smith, Documentary History of The Church of Jesiis 
Christ of Latter-day Saints, Volume VI; Deseret News, Salt Lake City, 
Utah, 1912; page 364. 



Predestination 

Pre — A prefix denoting before in time; previously 
or previous. 

Destine — (v.t.) To decree beforehand, as by di- 
vine will; to predetermine; often, to be fated, 
doomed; as, a plan destined to fail. 

Predestination — (n) The act of determining be- 
forehand; the state of being determined beforehand. 

The majority of Christians do not fully accept 
this dogma. What most people mean when they 
mention this tenet is foreordination because they 
discuss "election or divine choice of individuals and 
nations." This precept became popular in the Graeco- 
Roman world, which began its downfall during the 
second century before Christ. Theologians taught 
that God had arbitrarily chosen some men and angels 
for eternal life and had left the rest to perish. This 
teaching was also expanded by Augustine during the 
fourth century; and later, in the sixteenth century, 
it was more fuUy developed by John Calvin. 

The important point to remember is that pre- 
destination denies men their free agency or the right 
to choose. During our preexistence it was Satan who 
authored a plan whereby all men would be saved 
whether they desired salvation or not. — R. E. S. 

Library File Reference : Free agency. 



JUNE 1965 



249 




"About 15 percent of our total population are 65 
years old or older. This is in fact a great national 
resource of understanding, strength, and skill that 
society has not learned how to utilize efficiently. 
. . . We need more citizens with the vitality of such 
men as Robert Frost, Winston Churchill, Konrad 
Adenauer, and Harry Emerson Fosdick. In 1960, 
those of 65 and over numbered about 17,000,000, 
five times as many as in 1900. The forecast for 1980 
is 24,500,000."^ 

So states the Public Affairs Committee in a 
pamphlet entitled, "Food Hints for Mature People." 

People have to have reasons for changing a 
habit. Therefore, if we are going to become more 
interested in our food habits, we must learn not 
only reasons for change, but how to make intelligent 
changes for the better. 

Reasons for Changing Poor Habits 

1. Good health or a poor general physical 
condition is not usually a sudden result but a cumu- 
lative one involving years of habit. 

2. ". . . Recent studies by the U. S. Department 
of Agriculture and other agencies show that large 
numbers of Americans have deficient diets. 

"Many are overfed and undernourished at the 
same time because their diet is high in quantity 
and low in quality. The bread-meat-potato-cake 
diet is still their main fare. Omitted items are 
nutritionally rich milk and milk products, vegetables 
and fruits, particularly the leafy green and yellow 
vegetables and citrus fruits."^ 

3. "Whether 6 months, 6 years, or 60 years old, 
each person needs something from each [food] group 
regularly . . ."; and ". . . at any age,^ and whether we 
eat at home, boarding house, lunch counter, or de- 
luxe restaurant, our daily food should be drawn from 
meat, milk, breads (including cereals), vegetables, 
and fruits."^ 

4. One-half of the men in the United States 
over 35 years of age are more than 10% overweight.* 
This is a recognized health-hazard, an associated 
factor in the development of many diseases, and in 
most cases a result of overeating. 

5. Speaking of people who by nature do not have 
a rugged constitution, Dr. Sara M. Jordan says: 
"Certain measures such as improved diet, regular 
exercise and supplementary vitamins often raise the 
level of energy in these people and change what is 



Photo by H. Armstrong Roberts, 



(For Course 25, lessons of August on "Healthful Living," "Physi- 
cal and Mental Health," "Physical Well-being," and "Being Reason- 
able about Food"; and of general interest.) 

i"Food Hints for Mature People," by Charles Glen King and 
George Britt; Public Affairs Pamphlets, 22 E. 38th St., New York, 
N.Y., 10016, 1962; pages 5 and 3. Quoted by permission. 

2"Your Family's Health," by Stella B. Applebaum; Public Affairs 
Pamphlets, 22 East 38th St., New York, N.Y., 10016, 1958; page 22. 

s"Food Hints for Mature People," page 23. 

^element G. Martin, M.D., How to Live to Be 100; Frederick Fell, 
New York, N.Y., 1963; page 96. 



250 



THE INSTRUCTOR 



known as congenital weakness ('bom that way') 
to much greater endurance and enjoyment of life. 
Often their diet is too low in the protein elements, 
and larger portions of meat, eggs, milk, and cheese, 
together with the regular intake of a high potency 
vitamin, may change the whole picture of life for 
them." And on the subject of vitamins she main- 
tains, ". . . It has become increasingly evident to 
most of us that supplementary vitamins also have 
their place in the protection and promotion of health 
and energy," To the elderly she positively states, 
"If you lived in my house you would also be served 
a supplementary vitamin with breakfast."^ 

6. The well-known food chemist. Dr. Henry C. 
Sherman, after many dietary experiments con- 
cluded: "It may be regarded as established beyond 
any reasonable doubt that starting with a diet which 
is already clearly adequate, it may still be possible 
to induce a very significant improvement in longev- 
ity by enriching the diet in certain of its chemical 
elements."*^ 

Learning To Make Intelligent Changes 

It is interesting and enlightening to note that 
to ensure a better selection of these vital "chemical 
elements" (vitamins, minerals, proteins), Dr. Sher- 
man, in his book. The Nutritional Improvement of 
Life/ prefers a detailed analysis of our "daily de- 
sirables" in food. He highhghts protein content of 
these foods to indicate that a heavy meat diet may 
not be necessary: 

1. Grain products — still considered the "staff 
of life" because they are used in larger quantity than 
any other food in the daily diets of most people. 
These are valuable sources of protein, minerals, and 
vitamins, depending "upon how they have been 
milled and otherwise processed." The outer layers 
of the grain and the germ contain most of the min- 
erals and vitamins and its highest quality protein. 
" 'Enriched' flour and bread, or 'restored' breakfast 
cereals have received back through the enrichment 
program a significant part but not all of the mineral 
and vitamin values previously lost in the milling proc- 
ess; but the supplementary protein value is not 
restored."® 

2. Mature legumes and nuts — ^peas, beans, nuts, 
nut butters — important sources of protein and B 
vitamins. Soybeans and peanuts rank with meat 
proteins in nutritive value. 

3. Potatoes and sweet potatoes — whose protein 
content, while small in amount, is rated high in 

sSara M. Jordan, M.D., Health and Happiness; The Devin-Adair 
Company, New York, N.Y., 1962; pages 30, 141, 64. 

8As reported in "Food Hints for Mature People," page 6. 

'Henry C. Sherman, The Nutritional Improvement of Life; Colxxm- 
bia University Press, New York, N.Y., 1950; pages 130-139. 

^Sherman, The Nutritional Improvement of Life; page 132. 



nutritive value in mixed diets. Sweet potatoes are 
also rich in vitamin A; white potatoes supply vita- 
min C. 

4. Green and yellow vegetables (including salad 
greens) — high in vitamins and minerals. 

5. Citrus fruits and tomatoes — famous for their 
high vitamin C content. In addition, oranges and 
grapefruit stimulate appetite, help the body main- 
tain its alkaline reserve, and are advantageous in the 
body's use of calcium. 

6. Other fruits and vegetables — important for 
vitamins and minerals. 

7. Milk and milk products (except butter) — 
outstanding sources of calcium, riboflavin (vitamin 
B-) — the two nutrients in which our diets most often 
need enrichment; and of excellent protein quaUty. 

Eosing the Burden 

Dr. Sherman prefaces the remaining three food 
groups with this observation: "If a person, a 
family, or a country uses the above seven food 
groups each up to the full extent that is advanta- 
geous, it will follow that the troublesome problems 
presented by the remaining three food groups will 
be greatly eased."^ 

8. Meat, fish, poultry, and eggs — excellent 
quality and popular protein foods; high in cost. 
Because of the cost factor, because other foods 
"pretty well cover the protein requirement," and 
because government tables indicate that the average 
consumption of protein foods is well above the 
recommended daily allowances of the Food and Nu- 
trition Board of the National Research Council, Dr. 
Sherman feels that we might be better off "physio- 
logically and psychologically" to place greater 
emphasis on other foods as combined sources of pro- 
tein and, other vital nutrients. 

9. Fats — generally consumed at high levels in 
the United States. 

10. Sugar — with consumption estimated at 
about 100 pounds per person per year. The newer 
knowledge of nutrition points up the need of sub- 
stituting more fruit for concentrated but nu- 
tritionally one-sided sugar, rich desserts, and 
confections. 

Planning a Health Program 

It would not be difficult to amplify the above 
with quotes from many nutritionists to help us add 
"more years to life — and more life to years." But 
it is pretty obvious that if we are to achieve this re- 
sult, we must become sincerely concerned about our 
daily needs and then plan a health program to get 
them all in. 

(Concluded on following page.) 
'Sherman, The Nutritional Improvement of Life, page 137. 



JUNE 1965 



251 



MORE LIFE TO YOUR YEARS (Concluded from preceding page.) 



"The competence of healthy, older people," says 
science, "is in many ways a matter of nutrition."" 
This is borne out by recent studies among the 
elderly^^ which reveal a common lack of variety in 
daily menus and too little use of meat, milk, and the 
desirable fruits and vegetables. The trend to excess 
weight among them would seem to indicate too great 
a leaning upon the carbohydrate foods (breads, 
cereals, cakes, and other sweets) to satisfy hunger. 
General boredom and lack of activity among them 
would also lead to overweight. We pass along both 
advice and example to this age group which could 
easily be adapted to people of all ages :^^ 

Food Hints for the Plan 

" — Since health rests in part on a foundation of 
interest in life and the desire to Uve, the first item is 
to keep your interests sharp and expanding, alert to 
new ideas and new activities. 

" — Take a critical look at your favorite foods, 
those you select oftenest and most plentifully, and 
ask if your judgment approves. If you know you 
should change, have you the nerve and will to do it 
... to eat less of some and more of others? 

" — Make a slight cut in total food intake if you 
are overweight. Fewer or smaller quantities of 
'heavy' desserts (those made chiefly of sugar and 
fats) may well be considered first — other desserts 
can taste good, too. . . . Sedentary life requires much 
less energy than an active life, often about 50 percent 
of the requirement for a person doing very hard work 
such as digging or logging. 

" — . . . Everyday exercise is best for maintain- 
ing both tone and appetite, but it need not lead to 
overeating. Try more walking. 

" — Drink more water. It helps make your 
stomach comfortable, makes it easier to eat less, 
and promotes good digestion and body functions. 
Fruit juice and soups help in the same way, but with 
more nutrients. , . . 

" — Drink plenty of fruit juice or tomato juice, 
and enjoy fresh, canned, or frozen fruits. If mild 
laxative action is needed, try prunes or prune juice. 

" — Eat plenty of fresh, frozen, or canned fruits 
and vegetables, including berries, melons, broccoli, 
tomatoes, green peppers, green peas, etc. — generally 
at least four servings per day, with emphasis on 
dark-green or deep-yellow vegetables and citrus 
fruits or juices. Moderate quantities of potatoes, 
sweet potatoes, turnips, and beets are all right, too, 
but not to the exclusion of other tj^es of vegetables. 

" — Eat plenty of lean meat, poultry, fish, and 



losee "Food Hints for Mature People," page 1. 
i^See "Food Hints for Mature People," page 27. 
i^"Food Hints for Mature People," pages 9, 10. 
mission. 



cheese; some liver is also good — ^preferably *young 
beef because of its tenderness and flavor. These are 
rich sources of minerals and vitamins as well as ex- 
cellent for protein quality. 

"—Particularly if overweight or of sedentary 
habits, go easy on fats, fried foods, cream sauces, 
and gravies; similarly, on sweets, pies, cakes, and 

candy. . . . 

« — Eat about the same amount at each meal, 
including an ample breakfast. Eat at regular times, 
normally about four to five hours apart, with meals 
properly served even if you live alone — but do not 
'stuff.' If you feel better when using hght snacks, 
cut down on quantities and select nutritious foods." 

A Tribute to the Exemplary 

Among those who have realized "life to their 
years" there have been many crusaders in the field of 
nutrition; among them our 91-year-old Sister Leah 
D. Widtsoe, wife of the late Dr. John A. Widtsoe, of 
the Council of the Twelve, and mother of seven chil- 
dren. Elder and Sister Widtsoe coauthored the 
book, The Word of Wisdom, which, when first pub- 
lished, was used as a Melchizedek Priesthood course 
of study. Sister Widtsoe also published a book of 
recipes entitled How To Be Well, now out of print 
It is her desire to revise both books. The theme of 
her Ufe's dedication to better food habits may be 
summed up in this quotation from her unpublished 
writings: 

It is a noble thing to help those who are ill and 
suffering, while trying to restore their health; but it 
is far nobler to teach one or a thousand how to build 
and maintain health so that suffering and disease 
may be prevented. 

And Sister Widtsoe cherishes the same lofty 
reasons for Hving healthfully as any other public- 
spirited individual, realizing the truth of President 
John F. Kennedy's statement that physical fitness 
is "the basis for all other forms of excellence." The 
keynote of her life for many years has been taken 
from this dynamic statement of George Bernard 
Shaw: 

I am of the opinion that my life belongs to the 
whole community, and so long as I live it is my priv- 
ilege to do for it whatsoever I can, I want to be 
thoroughly used up when I die, for the harder I 
work the more I live! I rejoice in life for its own 
sake! Life is no 'brief candle" to me, but a sort 
of splendid torch! which Vve gotten hold of for a 
moment, and I want to make it burn as brightly as 
possible before passing it on to future generations. 

This is the best and perhaps the only real reason 
for changing a bad habit! 



Quoted by per- 



Library File Reference: Health. 



252 



THE INSTRUCTOR 



We'll Keep a Welcome* 



by Elder Marion D. Hanks of the First Council of Seventy 



I am deeply grateful to be invited to speak to the 
subject of the great crusade which the Sunday 
School has led toward fellowship and brotherhood 
in keeping a welcome for all. I was at Merthyr Tidfil, 
[Wales] when President McKay returned; and I had 
the great thrill of being at his side as the Welsh 
Saints sang the beautiful Welsh hymn of welcome. 
I have had strong convictions about this welcoming 
theme all my life. 

We are losing some of our brothers and sisters, 
and we want to know why. Would you continue to 
carry a bucket with a hole in it, spilling the water? 
What would happen if Church leaders were to ex- 
plain that 30, 40, or even 50 percent of the tithing 
of the Church were being lost? Of course, it is not, 
but souls are more important than money, and some 
of them are getting lost. 

I have in my hand a sheaf of letters that I have 
kept in a file over the past few years. Each is a letter 
detailing a sorrowful story of loss. I think I will 
read this brief extract from one. It is not particu- 
larly palatable, but it is honest. It is from a mother 
who says: 

"I have a son who has been ordained to the 
office of priest. He has become inactive in the 
Church in the past two years. This is a great prob- 
lem to me, and I know also it is an im- 
portant problem to the Church. At different times 
he has gone to other churches with his girl friend. 
These churches have spent many hours in sending 
him letters, cards, literature, etc. It seems to me 
that we as Latter-day Saints ought to do more of 
these things. Our priesthood quorums, Sunday 
Schools, Mutuals, home teachers, and others should 
spend some time with these boys. My boy does not 
have a father, and he needs the companionship of 
an adult male." 

Then she tells about some things he likes to do. 

"I wish he had a pal or a big brother in the 
Church who was really interested in him. Occasion- 
ally my boy has said, 'Nobody cares whether I am 
there or not.' I feel very strongly in this matter. He 
needs lots of questions answered about the Gospel. 
I try to answer him the best I can, but I feel he needs 
more counseling than I can give." 



(For Course 13, lesson of July 25, "The Gospel"; for Course 
25, lessons of June 27 and July 18 and 25, "Neighborliness" and 
"Religion and Life"; to support Family Home Evening lessons Nos. 
19, 20; and of general interest.) 



This is one of the motivating causes of this great 
program. The genesis of it will be getting everyone 
interested and active. I believe the Sunday School 
can do the major job, and I would like to start my 
suggestions by expressing the honest feeling that 
this body of dedicated and devoted workers can, if 
they are willing, begin a literal metamorphosis in 
many of our units and organizations. Let me try to 
pass on to you two basic convictions that I believe 
are necessary for one to feel the motivation to be- 
come as concerned about his neighbor, his relative, 
his fellow Church member, and the stranger within 
the gates, as he should be. 

One. I would like to reaffirm the vital impor- 
tance of our brothers and sisters. I recently read 
again the great poem by John Donne that talks 
about the bells tolling at the churchyard when one 
brother goes down. He says: "Never send to know 
for whom the bell tolls. It tolls for thee." He is tell- 
ing us that we are so intertwined that anything that 
happens to any one of us happens to all of us, 
whether we are sensitive to the event or not. 

Oliver Wendell Holmes said, "Every man is an 
omnibus." He carries with him all of his past and 
all of the future. And out of the Koran comes the 
interesting observation that "to save one life is like 
saving a whole nation." Please do not make the mis- 
take of underevaluating any of God's children. Do 
not write them off. Do not make up your mind 
against them. Recognize their value and their po- 
tential and that each is an "omnibus." 

Two. Please do not underestimate your capacity 
to influence other people. We had a bishop in one 
of the choice wards where we lived who somehow 
had caught the vision of his calling. He invited our 
7-year-old girl into his office, took a card out of a 
little file and said to her, "Susan, this card tells me 
that on the 23rd of July, something important is 
going to happen. What is it?" 

Her answer was that it was her birth- 
day. He said, "How old will you be?" 
She said, "Eight." 

He said, "What's going to happen on that day?" 
She said, "I'm going to be baptized." 
He said, "I am sure your mother and daddy have 

♦Extracts from an address delivered at the Deseret Sunday 
School Union Conference. Oct. 4, 1964, in the Salt Lake Tabernacle. 



JUNE 1965 



253 




Elder Marion D. Hanks 

taught you what baptism is about. But as your 
bishop, let me talk to you just a minute about the 
purpose of baptism." He then explained the purpose 
of baptism in a simple way that she could under- 
stand. She ran all the way home, with her heart pul- 
sating, her eyes large, and her breath short, to report 
that she had had an interview with the bishop. I do 
not know how long that interview took, probably not 
more than two or three minutes. But it did some- 
thing so important for her that I cannot be grateful 
enough. 

Do you have an idea that you do not amount to 
very much in terms of your influence in the lives of 
young or older persons around you? Please get over 
it. The fact is that each of us exercises an influ- 
ence; and it can be a faithful, favorable uplifting 
one. 

What can you do for the active members of 
the Church, who may be out of inactive families, 
who may have special circumstances, and who may 
be themselves fully fellowshipped? Well, there's lots 
to be done. There's brotherhood, and fellowship, 
and love, and a welcome to be offered. 

Do you remember these words out of Moroni 
about a group of people who joined the Church a 
long time ago? 

Neither did they receive any unto baptism save 
they came forth with a broken heart and a contrite 
spirit, and witnessed unto the church that they truly 
repented of all their sins. 

And none were received unto baptism save they 
took upon them the name of Christ, having a 
determination to serve him to the end. 

And after they had been received unto baptism, 
and were wrought upon and cleansed by the power 
of the Holy Ghost, they were numbered among the 
people of the church of Christ; and their names were 



taken, that they might be remembered and nour- 
ished by the good word of God, to keep them in the 
right way, to keep them continually watchful unto 
prayer, relying alone upon the merits of Christ, 
who was the author and the finisher of their faith. 
{Moroni 6:2-4.) 

The elements of a continuing concern and an 
honest, extending, enduring brotherhood are all 
present here, based on faith, knowledge, regular at- 
tendance and activity, and on spirituality motivat- 
ing meeting. So much of so strong significance is 
said here. 

Let me note what a new convert in England said 
to us in a letter: "You feel like you never are going 
to be lonely again." She should never be lonely 
again in this Church because she has become, as 
Paul wrote to the Ephesians, ". . . fellow citizens 
with the saints, and of the household of God." 
{Ephesians 2:19.) 

How about the nonmembers and the casual 
strangers? How about those who just drop in? 
What of those who may interfere a little with your 
planned program and your personal desires? In 
Hebrews we read, ". . . Be not forgetful to entertain 
strangers: for thereby some have entertained angels 
unawares." {Hebrews 13:1.) 

I could tell you some stories of some angels. We 
have known some since we have worked on Temple 
Square and have had a chance to entertain strangers, 
sometimes at the cost of our own convenience — 
usually my wife's. 

Once at Christmas time we had an interesting 
experience with a lady. She was mentally upset 
— deeply, emotionally disturbed. She had no place 
to go. Her children were far away with her husband, 
and she had been literally cast out. I am no psychia- 
trist, and I am not qualified to identify mental 
illnesses, but I knew she was ill. We took her home; 
and it did cost us a little in planned programs, 
parties, and conveniences. But in a few days I saw 
a miracle happen, a miracle brought by the love of 
little children who did not know that there was any- 
thing wrong. They sat on her knee and kissed her 
cheek and had her read stories to them. They 
brought her around to a condition of stability that 
permitted her to go home and to be accepted. 

Oh, I am suggesting that there are joys to be 
had that we should not be missing. What do we do? 

What we are really talking about is personal at- 
titude, the effort that will get others moving; the 
attitude that represents movement, and it moves 
others. We are really talking about a small thing. 
We are talking about an interest in other people 
based on sound respect for who they are and what 
they can be, if we cannot really respect that which 



254 



THE INSTRUCTOR 



they are. We are talking about an involvement, an 
investment in others. 

Now may I get to the scripture I have saved for 
the last. There is to be a time when the master of 
men will gather together all of His sheep, some on 
one hand and some on the other. He will 
say to those on his right hand a beautiful and won- 
derful thing: 

". . . Come, ye blessed of my Father, inherit the 
kingdom prepared for you from the foundation of the 
world." 

He will talk about a stranger who was cared for, 
a prisoner who was visited, a sick person who was 
ministered to, and some hungry and thirsty ones 
who were fed and given drink. They who receive 
that commendation will be honest people, of course; 
and they will say, not remembering, 

. . . Lord, when saw we thee an hungred, and fed 
thee? or thirsty, and gave thee drink? When saw 
we thee a stranger, and took thee in? or naked, and 
clothed thee? Or when saw we thee sick, or in pri- 
son, and came unto thee? 

He will answer: 



. . . Inasmuch as ye have done it unto one of the 
least of these my brethren, ye have done it unto me. 
(See Matthew 25:31-46.) 

I would like to use just once more the word 
concern. I believe this word represents the love of 
God in a way I can understand more meaningfully 
than any other word. He is so concerned that He 
sent His son. His son is so concerned that He gave 
His life, and so closely identified it with all of His 
children that when anything happens to any one of 
them, it is as if it were happening to Him. 

This to me is the ideal. This is why I want to 
care about the individual. This is why I want to do 
anything in the world I can do to help him fed the 
dignity of his own divine heritage and his glorious 
possibilities, to want to stretch out the loving hand, 
to do the earnest work. 

God bless us to have a sense of relationship that 
will compel us, through respect for our fellowman, 
through love of the Church and love of the Lord, to 
keep a welcome. 

Library File Reference : Fellowship. 



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SUNDAY SCHOOL COURSE NUMBER 


August 1 


la 


3 


5 


7 


9 


11 


13 


15 


17 


21 


25 


27 


29 


1 


62-208 

63-Nov 
Cover 

64-229 


61-193 
63-196 


Sl-175, 
214 


62-109, 
386 


61-192 




59-167 

61-206, 
209 

62-230 

63-163, 
182 


59-184 

61-155, 
209 

62-230 

63-163, 
182, 227 
ISBC 


59-211 
63-123 


59-190 

61-184, 
201 

63-225 


63-194 


61-188 




59-176 

61-178, 
184, 191 

63-151 


8 


62-244 


59-227, 
JulyCS 


30-Sep 
Cover 

63-209 


59-190 

63-177, 
218 


63-196 


59-199 
63-192 


59-136 

63-209, 
June 
Coveir 


59-184 

62-230 

63-182, 
227 
ISBC 




63-104 


63-194 






63-204 


15 


64-144, 
278 


63-209 


61-189 
63-207 


63-116, 
189 


59-191 




61-184, 
206 

62-282 

64-216, 
417 


59-200 
63-177 


59-178 
61-184 
63-225 


61-194 




62-100 

63-174, 
214 


61-201 




22 


61-162 

63-169 
FBS 


62-298 

63-Jan CS 
OctCS 


62-May 
Cover 


59-124 
62-184 


63-209 


59-106, 
140, 352 

61-158, 
184 

63-225 




61-183 

63-113, 
151,164 






59-160 
62-196 
64-248 


62-78 






29 


61-May 
Cover 

63-226, 
May 
Cover 




62-148 




59-103 
64-176 


63-189 


58-351 

61-June 
CS 


59-136, 
186 

61-184, 
207 

63-127 




59-176 

61-183 

62-230 

63-127, 
151, 177 


62-364 


62-172 




63-204 



JUNE 1965 



255 



When a Research 
Opportunity Knocks 

by Robert H. Wittorf* 

Research opportunity has knocked at my door 
on two different occasions in the last two years. 

The first of these happened as I was returning 
home from my mission in the North German Mission. 
My mother had a sister in a small town in southern 
Germany whom she wanted me to visit. When I was 
preparing to come home, I corresponded with this 
aunt and made arrangements to spend a few days 
with her. On the way down on the plane, I remem- 
bered that it must have been thirty years since my 
mother was last in Sindelfingen, and I imagined that 
she would have wanted to be there now. I remem- 
bered also the description my mother gave me of the 
town and her last trip there. It was on that last 
trip that the Lutheran pastor of the town wrote out 
her family genealogy going back several generations. 
Since that time not much progress had been made 
on her line, even though my parents had been ac- 
tively engaged in genealogical work for many years. 

The plane landed in Stuttgart, and from there 
I rode the train about fifteen miles to Sindelfingen. 
As I left the train station, I was impressed with the 
clean streets and tidy shops in the community. I 
learned later that a public effort had been made to 
make the town presentable for its 700th anni- 
versary. Asking directions, I made my way through 
the town to my aunt's modest two-storied house. 

We spent the first few days getting acquainted 
and visiting other relatives. I had a camera (as is 
common with many missionaries) and spent some 
time taking pictures for a permanent record of the 
trip. As the time approached to leave, my aunt 
expressed the desire to send some small remem- 
brance to my mother. Not wishing to cause her an 
expense, I suggested a picture book of the town. 

In a bookstore in the business district of the 
town, the salesgirl brought us several books, and 
after looking them over I selected a small picture 
book and history of Sindelfingen. As we were about 
to make our purchase and leave, the salesgirl, who 
had disappeared for a few minutes, returned with a 



(For Course 21, lessons of the month of August; and of general 
interest.) 

* Robert H. Wittorf received his B.A. degree from Brigham Young 
University and his M.L.S. (Master of Library Science) from Pratt 
Institute in Brooklyn, New York. He is presently working on his 
Ph.D. in history at BYU. He is employed as a librarian at that insti- 
tution. He has fulfilled an LDS mission in the North German Mission. 



good-sized volume and asked if I would be interested 
in a book about the genealogy of some of the older 
families in the town. She did not have to say much 
more before I had the book in my hands and was 
thumbing through a 992 -page volume of names 
printed in small type. I said that I would buy it. 

My aunt is not a member of the Church, and she 
was not sure that it would be of any use to me. I 
was not sure, either; nevertheless, remembering that 
my family had hved for many generations in this 
town, I purchased the book. I did not realize how 
valuable a find I had until I returned home. It was 
to me the fulfilment of a blessing I had received sev- 
eral years earlier with regard to genealogical work. 
At home, my father, an ardent genealogist, was im- 
mediately interested. It was through his efforts of 
more than thirty years that much of our genealogy 
had been gathered. In the two years since then, my 
father has been working with this book; and it has 
yielded 165 direct maternal ancestors and has been 
responsible for over 1500 family group sheets being 
sent to the temple. 

Obviously a book of this kind, which was original- 
ly inspired by the anniversary of the town, could 
have become a best seller. It was inspired by a much 
different spirit than money. I believe it was the 
same spirit that is planting ". . . in the hearts of 
the children the promises made to the fathers" and 
is turning "the hearts of the children ... to their 
fathers." (Doctrine and Covenants 2:2.) 

The second experience I would like to relate con- 
cerns my paternal line. For more than twenty years 
we had been searching for a connection between my 
father's line and the old Schleswig-Holstein family of 
Wittorp, which was supposed to have died out with 
a certain Aegidius Wittorp, who died in 1680 leaving 
no children. This past Christmas two faithful Ger- 
man members, Sister Charlotte Kruse of Neumiinster 
and Brother Johann Christensen of Kiel, whom our 
family has employed in our genealogical work for 
several years, found the name of Jochim Wittorp, the 
brother of the aforementionad Aegidius. Jochim 
seems to have married outside the provincial nobility 
and consequently was disinherited. He was thus 
"forgotten" as far as the public records went. Where- 
as Aegidius died without descendants, Jochim left 
five surviving sons to carry the family name. Since 
the old Danish and Schleswig-Holstein provincial 
nobiUty are well-recorded in the genealogical records, 
our work was then facilitated considerably. As a 
result of this work my paternal lines have been ex- 
tended back to the fourteenth century and some of 
my related lines to the eleventh and twelfth cen- 
turies. 



Library File Reference : Genealogy. 



256 



THE INSTRUCTOR 



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THEIN5TRUCT0R JUNE1965 Compiled by J. Roman Andrus. 



Second Class Postage Paid 
a* Salt Lake City, Utah 



The Longer Happiness 

JOHN QUINCY ADAMS- 
RUGGED YOUTH PREPARED HIM FOR AN ABUNDANT ADULTHOOD. 



She is a silver-haired woman 
with a youthful sparkle in her 
pretty face. She lives about a 
quarter of a mile from our house. 
She phoned my wife this week. 

As they chatted, my wife 
said: "As you know, our two col- 
lege daughters have carried a 
heavy load in our home these 
past several years. Now we plan 
to ease their burdens a bit. They 
need some fun. After all, youth 
is so brief. They should enjoy 
some of it." 

Our neighbor replied: "Yes, 
my dear, youth is a short time. 
Adulthood is much, much longer. 
Is it not better that they prepare 
for a long, happy adulthood than 
revel in a fleeting youth that is 
too carefree? Don't regret their 
hardships. Don't deprive them 
of the blessings of heavy respon- 
sibilities." 

These are priceless words for 
every home where there are chil- 
dren. Particularly is this true in 
these golden days when millions 
of homes enjoy conveniences and 
comforts unknown to a king half 
a century ago. 

Since our neighbor's comment 
I have searched the histories of 
two eminent families which have 
produced men of stature through 
several generations, despite influ- 
ence and affluence. They are the 
Adamses and the Rockefellers. 

Their histories affirm the wis- 
dom of our neighbor's words. 

(For Course 9, lesson of July 25, "A Leader 
Honors His Parents"; for the general use of 
Courses 7 and 11; for Course 13, lessons of 
September 19 and 26, "Joy, the Goal of Life" 
and "Helps to Safety and Happiness"; for 
Course 15, lessons of August 1 and 8, "Hela- 
man" and "Shiblon"; for Course 25, lessons of 
July 18 and 25, "Religion and Life"; to sup- 
port Family Home Evening lessons Nos. 19- 
21: and of general interest.) 



John Adams, son of a New 
England farmer, built a flour- 
ishing law practice in Boston and 
became the second president of 
the United States. His son, John 
Quincy Adams, also became pres- 
ident. John Quincy' s son, Char- 
les Francis Adams, became 
Lincoln's minister to Great Brit- 
ain. John Quincy Adams III was 
a candidate in 1872 for vice pres- 
ident; and the third Charles 
Francis Adams was secretary of 
the Navy under President Her- 
bert Hoover. 

Despite a famous father, John 
Quincy Adams early in life 
learned how to work and accept 
responsibiHties. While his father 
was away in the Continental 
Congress, he, the eldest son, 
helped his mother look after a 
farm "often in immediate peril of 
pestilence and marauders."^ 

When John Quincy Adams 
was minister to Britain, he placed 
his three sons in a rugged board- 
ing school. It is said the 
youngest, Charles Francis, was 
obliged to "sustain himself as 
best he might in any conflict, 
whether of wits or pugiUsm."^ 

The Adamses, generation 
after generation, seemed to help 
their sons grow tall in character 
and achievements by giving them 
rigorous beginnings. 

The original John D. Rocke- 
feller achieved an annual income 
of some thirty miUion dollars. 
Yet he and his wife, Laura, 




iM. V. O'Sheo (editor-in-chief). The World 
Book Encyclopedia, Volume 1; Kansas City, 
Missouri, W. F. Quarrie & Company, 1930; 
page 28. 

2John Fiske, "John Quincy Adams," in The 
Presidents of The United States, Volume 1; 
edited by James Grant Wilson; New York, 
N.Y., Charles Scribner's Sons, 1914; page 242. 



taught their children to stand on 
their own feet. For them, "home 
and church were to be the cen- 
ter of their lives. "^ Pocket money 
was modest, and the children 
were required to keep a careful 
record of every penny spent. 
Young John D. was taught to 
toil hard — chopping and sawing 
wood, gathering maple syrup, and 
performing other chores. While 
yet a lad he was given responsi- 
bilities that generally come to 
persons much more mature. For 
example, he was asked to handle 
business arrangements for family 
trips: buying tickets, planning 
train schedules, and paying bills. 

There were family prayers 
every morning before breakfast. 
Each Sunday evening Mrs. Rocke- 
feller gathered the children for 
a "Home Talk" of religious and 
practical instruction. 

John D. Rockefeller, Jr., who 
himself achieved international 
renown as a philanthropist, sim- 
ilarly taught his sons faith, thrift, 
discipline, and responsibility. 

"Do not regret their hard- 
ships," our neighbor said. "Do 
not deprive them of the blessings 
of heavy responsibilities." These, 
she reasoned, are more important 
than fun in fleeting youth. They 
help bring happiness later, in 
adulthood — ^which is much, much 
longer. — Wendell J. Ashton. 



^Raymond B. Fosdick, John D. Rockefeller, 
Jr., A Portrait; New York, N.Y., Harper & 
Brothers, 1956; page 16. 
Library File Reference: Happiness.